Practical Research Strengths of Quantitative Research
1. Objective
Quantitative Research • Provides objective, numerical data, making
conclusions more reliable and less prone to
• Objective and systematic investigation of misinterpretation
observable phenomena • Larger sample sizes lead to more valid and
• Employs computational techniques and numerical generalizable results
analysis of data • Highly effective for testing existing hypotheses
• Aims for unbiased results generalizable to a larger or creating new ones
population
• Seeks to explain observations through numerical 2. Statistical techniques enable in-depth analysis of
relationships large datasets
• Concerned with numbers and their relationship with
3. Real and unbiased
events
• Properly designed
• It explains phenomena by collecting and
mathematically analyzing numerical data (Aliaga & • Filters out external factors, leading to objective
Gunderson, 2000) results
4. Numerical data is quick and easy to analyze
Characteristics of Quantitative Research • Statistically valid random models allow
findings to be generalized to the broader
population
1. Objective
• Rely on accurate measurement and analysis, not
5. Replicable
intuition
• Standardized methods allow for replication across
• Data is gathered before conclusions
different areas or times with comparable findings
2. Clearly Defined Research Questions
6. Excellent for testing hypotheses and narrowing
• Researchers know what they're looking for down possibilities derived from qualitative research
• Questions are well-defined and seek objective
answers
• Carefully designed before data collection Weaknesses of Qualitative Research
3. Structured Research Instruments 1. Requires a large sample size for statistical accuracy
• Uses standardized tools (e.g., questionnaires)
for accurate, reliable, and valid data, collecting 2. Costly
measurable characteristics • Requires more respondents and resources for
reaching them and reproducing questionnaires
4. Numerical Data
• Summarized data (figures, tables, graphs) 3. Ignores contextual factors that could help interpret
• Show trends, relationships, or differences results or explain variations
among variables • Doesn't allow respondents to elaborate or share
further information
5. Large Sample Sizes
• Requires large sample sizes for reliable analysis 4. Difficulty gathering sensitive information using
and normal population distribution structured instruments (e.g., on pre-marital sex,
• Random sampling to avoid bias domestic violence)
6. Replication 5. Incomplete/Inaccurate data
• Methods can be repeated in different settings to • Questionnaires, if not administered carefully, can
verify and strengthen findings, eliminating lead to incomplete or inaccurate data, especially
spurious conclusions with respondents who are guessing
7. Future Outcomes
• Can formulate "if-then" scenarios
• Predict future results using complex
mathematical calculations
• Emphasizes proof
Quantitative Research ➢ Ex: Academic grades (A, B, C)
Use numbers in stating generalizations about a given problem or
inquiry
Strengths Characteristics Weaknesses
Interval Variables
Objectivity Objective Requires large
number of • Values are evenly dispersed along a range of
Real and unbiased Clearly defined respondents numbers
research questions • The difference between two values is meaningful
Facilitates Costly
Structured research
• Ex: Temperature, net worth
Sophisticated instruments Contextual factors
analysis are ignored Ratio Variables
Numerical data • Values are evenly dispersed
Analyzed in a Difficult to gather
quick and easy way Large sample sizes data
• Features an absolute zero point (absence of the
variable)
Replicable Replication Little glitch in the • Possesses all properties of interval variables
procedure leads to • Ex: Height, weight, distance
Useful in testing Future outcomes incomplete and
qualitative research inaccurate data
c. Dichotomous Variables
➢ Represent only two categories
➢ Ex: Veracity (true or false)
Variables
d. Polychotomous Variables
Creswell, 2002
➢ Have many categories
• Characteristics of an individual that can be ➢ Ex: Educational attainment
observed and measured
• Can vary among people or organizations
3. Experimental Variable
Bernard, 1994 • Manipulated/measured by the researcher
• Something that can take more than one value • Observe the effect on other variables
• Values can be words or numbers
a. Independent Variables
➢ Usually manipulated in an experiment
Kinds and Classifications of Variables ➢ Also called manipulated or explanatory
variable
1. Numeric Variable b. Dependent Variables
• Describe a measurable numerical quantity ➢ Affected by the independent variable's
• “How many,” “How much” manipulation
➢ Also known as response or predicted
a. Discrete Variables variables
➢ Assume any whole value within the limits
of a given variable c. Extraneous Variables
➢ Ex: Number of registered cars ➢ Pre-existing variables in an experiment
➢ Can influence study results
b. Continuous Variables ➢ Also known as mediating or intervening
➢ Assume any value between a certain set of variables
real numbers
➢ Also called internal variables
Intervening/Meddling Variables
• Stand between independent and dependent
2. Categorical Variable variables
• Describes the quality or characteristics of a data • Explain how the independent variable affects the
unit dependent variable
• Farm production, attitude towards repayment, loan
a. Nominal Variables repayment
➢ Values cannot be organized in a logical
sequence
➢ Ex: Eye color
b. Ordinal Variables
➢ Can be logically ordered or ranked
4. Non-Experimental Variable Experimental Research
• Not manipulated or controlled by the researcher
• Investigate cause-and-effect relationships
a. Predictor Variables • Manipulate or control the Independent Variable
➢ These variables influence other variables (IV) (the cause)
• Observe and measure the Dependent Variable (DV)
b. Criterion Variables (the effect)
➢ Typically affected by predictor variables
Validity
5. Variables according to the Number Being
Studied
• Ability of a tool to measure what it intends to
measure
a. Univariate Study
➢ Examines a single variable • Aims for accurate experimental results
➢ To describe a single population or sample's
central tendency, dispersion, and
distribution shape Internal Validity
➢ Does not consider relationships with other • The extent to which changes in the Dependent
variables Variable (DV) can be attributed to the Independent
➢ Ex: Average height of students, Most Variable (IV)
frequent color preference
External Validity
b. Bivariate Study • The extent to which changes in the Dependent
➢ Analyzes two variables simultaneously to Variable (DV) can be attributed to extraneous
determine their relationship or association variables
➢ Investigate influence, correlation, causation,
or differences between groups based on two
variables Threats to Validity
➢ Ex: Hours of study vs. exam scores;
Advertising expenditure vs. sales revenue INTERNAL EXTERNAL
1. Selection bias 1. Experimental effect
2. Maturation 2. Hawthorne effect
c. Polyvariate Study 3. History 3. Measurement effect
➢ Multivariate 4. Instrumentation change
➢ Simultaneous analysis of three or more 5. Mortality
variables
➢ Understand relationships and interactions
between multiple variables Research Design
➢ Identify combined effects on an outcome
➢ Discover patterns, make predictions, or • Framework/plan for research
classify data • Crucial for research methodology
➢ Ex: Predicting house prices; analyzing • Defines the research mode
customer satisfaction
Quantitative Research Designs
Control Variables
• A special type of independent variable EXPERIMENTAL NON-EXPERIMENTAL
• Measured because they might affect the dependent True Experimental Action studies
variable Pretest-posttest control Comparative studies
design Correlational studies
• Researchers use procedures (e.g., ANCOVA) to Posttest only control group Developmental studies
account for their influence Solomon four-group Evaluation studies
Meta-analysis studies
Confounding Variables Quasi-Experimental Methodological studies
Non-equivalent Needs assessment studies
• Not directly observed or measured in a study Time series Secondary Analysis studies
• Their impact cannot be directly determined within Survey studies
the study's scope Pre-Experimental
One-shot case study
One group pretest-posttest
Types of Experimental Research Design Survey Studies
1. Pre-Experimental Design a. Time Orientation
• Considered very weak due to limited researcher • Retrospective
control • Cross-sectional
• Longitudinal
a. One-shot Case Study
• Single group exposed to treatment, then b. Purpose or Objectives
observed once • Descriptive
• Comparative
b. One-group pretest-posttest design • Correlational
• Compares a group before and after • Evaluative
experimental treatment
2. Quasi-Experimental Design
Types of Quantitative Research Designs
• A design lacking a control group or random
(refer ha pics kanina ha vid, di ko ma-insert an pictures)
assignment of subjects
a. Non-equivalent controlled group design
Survey Studies
• Like pretest-posttest control group design,
but without random assignment
• Investigations conducted through self-report,
asking respondents about attitudes, opinions,
b. Time series design
perceptions, or behaviors
• Subjects are observed or measured
• Categories:
periodically
➢ Data Collection
o Sample (representative of total population)
o Group (smaller than a mass)
3. True Experimental Design
o Mass (larger than a group)
• The researcher manipulates experimental variables
➢ Methods
• Requires at least one experimental group and one o Telephone
comparison/control group o Text messages
• Subjects are randomly assigned to groups o Email or other social media modalities
• The control group does not receive the treatment o Face-to-face interaction
➢ Time Orientation
a. Pretest-posttest controlled group design o Retrospective
• Subjects randomly assigned o Cross-sectional
• Both groups receive a pretest o Longitudinal
• Experimental group receives treatment; ➢ Purpose or Objectives
control group does not o Descriptive
• Both groups receive a posttest o Comparative
o Correlational
b. Posttest only controlled group design o Evaluative
• Subjects randomly assigned
• Experimental group receives treatment;
control group does not Retrospective
• Both groups receive a posttest • Identifies dependent variable in the present;
determines past independent variable.
c. Solomon four-group design • Samples individuals, collects past information.
• Four groups, randomly assigned • Sample: Female nurses who smoke vs. don't
• Experimental Group 1 & Control Group 1 smoke, regarding lung cancer.
are pretested
• Experimental Group 2 receives treatment; Cross-sectional
Control Group 2 receives routine/no • Data collected at a single point in time.
treatment • Measures outcome and exposures
simultaneously.
Longitudinal
• Repeatedly examines same individuals over
time to detect changes.
• A type of correlational research.
Descriptive
• Accurately portrays a chosen population's
characteristics.
• Determines extent/direction of attitudes and
behaviors.
• Pictures a situation as it naturally occurs.
Comparative
• Compares representative samples from two or
more groups on designated variables.
Correlational
• Investigates direction and magnitude of
relationships among variables.
• Studies how changes in one characteristic
correspond to changes in another.
Evaluative
• Involves making judgments of worth or value.
• Provides information for judging decision
alternatives in programs/services.
