GRADE: 12 SEMESTER: FIRST SEMESTER

SUBJECT TITLE: PRACTICAL RESEARCH NO. OF HOURS/SEM.: 80 hours/semester

PREREQUISITE: Statistics and Probability

Common Subject Description: This course develops critical thinking and

problem-solving skills through quantitative
research.

QUANTITATIVE RESEARCH

COMPILATION

IN

PRACTICAL RESEARCH 2

(UPPER TUMAPOC NATIONAL HIGH SCHOOL)

BY: JAY-AR MARIO V. MARIANO

 PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH JAY-AR MARIO V. MARIANO X
CURRICUM GUIDE

PERFORMANCE LEARNING
CONTENT CONTENT STANDARD
STANDARD COMPETENCIES

The learner demonstrates The learner is able to: The learner:

understanding of:

1. the characteristics, decide on suitable 1. describes characteristics,

strengths, weaknesses, and quantitative research in strengths, weaknesses, and
kinds of quantitative different areas of kinds of quantitative
Nature of Inquiry research
interest research
and Research 2. the importance of
quantitative research across 2. illustrates the importance of
fields quantitative research across
fields
3. the nature of variables
3. differentiate kinds of variables
and their uses

The learner demonstrates The learner is able to: The learner:

understanding of:
1. designs a research useful in
1. the range of research topics formulate clearly the daily life
in the area of inquiry statement of research 2. writes a research title
2. the value of research in the problem
area of interest 3. describes background of
Identifying the 3. the specificity and research
Inquiry and feasibility of the problem 4. states research questions
Stating the Problem pose 5. indicates scope and
delimitation of study
6. cites benefits and beneficiaries
of study
7. presents written statement of
the problem

The learner demonstrates The learner is able to: The learner:

understanding of:

1. the criteria in selecting, 1. select, cite, and 1. selects relevant literature

citing, and synthesizing synthesize 2. cites related literature using
related literature judiciously related standard style (APA, MLA
2. the ethical standards in literature and use or Chicago Manual of Style)
writing related literature sources according
to ethical standards 3. synthesizes information from
3. the formulation of
Learning from conceptual framework relevant literature
2. formulate clearly
Others and 4. the research hypotheses (if conceptual 4. writes coherent review of
Reviewing the appropriate) framework, literature
Literature 5. the definition of terms as research hypotheses
(if appropriate), and 5. follows ethical standards in
used in the study writing related literature
define terms used in
study 6. illustrates and explain
3. present objectively conceptual framework
written review of
related literature 7. defines terms used in study
and conceptual 8. lists research hypotheses (if
framework appropriate)

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 9. presents written review of
related literature and
conceptual framework

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 UNIT 1: NATURE OF INQUIRY AND RESEARCH

WHAT THIS UNIT ALL ABOUT?

Human history abounds with problems. Problems are everywhere in different variety in different
perspective which affect mankind. Problems are observed along political, social, environmental and many
aspects of life. This may between individuals, groups or in an organization. In that, mankind wants solution
to these problems. These solutions should not be only effective but also be acquired and used for
improvement. To be able to achieve that, solutions must be based in knowledge, not on mere beliefs,
guesses, or theories. To acquire this knowledge it requires a well-planned and systematic procedure and
should be continuously evaluated on its accuracy and usefulness. In that, RESEARCH has been devised to
meet this need.

Research is a natural day-to-day activity of gathering information. It may in the form of qualitative or
quantitative. Qualitative researches are those studies in which the data concerned can be described without
the use of numerical data while quantitative research suggests that the data concerned can be analyzed in
terms of numbers.

Quantitative research designs use numbers in stating generalizations about a given problem or inquiry in
contrast to qualitative research that hardly uses statistical treatment in stating generalizations. The numbers
in quantitative research are the results of objective scales of measurements of the units of analysis called
variables.

Research findings are subjected to statistical treatment to determine significant relationships or differences
between variables, the results of which are the bases for generalization about phenomena.

In this unit, you will be encountering also the characteristics of quantitative research, its strength
and weaknesses, its kinds and importance across disciplines. In here also, we will be tackling kinds of
variables and its uses.

WHAT DO YOU EXPECT TO LEARN?

After studying this unit, you are expected to be able to:

 describe the characteristics, strengths, weaknesses and kinds of quantitative

research;
 explain the kinds of quantitative research designs;

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

  illustrate the importance of quantitative research across fields; and  differentiate
kinds of variables and their uses.

HOW ARE YOU GOING TO LEARN?

Th is icon signals a pre-test that you need to answer to determine how much you about the
topic. At every pre-test, you will find a question to
an swer. Write your answers in the blank provided for or as instructed in
the pre-test. If you cannot answer a question may leave it blank. But see to
it that you go back to check after you have studied or read the text.

You will find this icon before some chunks of text in the following pages. It tells you to
carefully study the concepts, principles, or processes discussed
in the text. It also tells you that there is a question to answer or an idea to
thin k about it.

This icon introduces a list of important ideas to remember. Read it carefully and keep it in
mind.

From the good habit of reviewing the text and how much time, effort,
interest and patience you invest in your learning will determine how sure you are in having good scores in
the checkpoint. Your attitude will help you learn more and effectively that
makes you a better learner.

You will find this icon at the end of every lesson. It signals a self-test to
determine how well you have achieved the objectives set in the unit. Study
the lesson well and you will perform quite well in the self-test. This will be

submitted to your teacher after you answering the self-test. Write legibly and always follow
instructions properly.

Thi s icon tells you of an assignment you have to perform. The quality of your output from
this assignment will show the extent to which you can apply what have you learned from
the lesson. Submit this also to your
tea cher at the date specified.

Are you now set to perform the activity, answer the questions, and read the texts? If so, then you may
get your ball pen and notebook as I will request you to answer the questions included herein.

Good luck, enjoy reading and doing the activity. God bless.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH, WEAKNESSES
and KINDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true while
QUALITATIVE if the statement is false.

1. In quantitative research, researchers know in advance what they are looking for.
_______________
2. Quantitative research can be easily misinterpreted because it provides numerical data.
_______________
3. Quantitative research puts emphasis on proof, rather than discovery. _______________
4. 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. _________________
5. Qualitative research requires a large number of respondents. It assumes that the larger the
sample is, the more statistically accurate the findings are. ___________________
6. Evaluation describes the status of a phenomenon at a particular time. It describes without
value judgment a situation that prevents. ____________________
7. 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.
_____________________
8. 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. ___________________
9. One characteristics of quantitative research is that its method can be repeated to verify
findings in another setting, thus, reinforcing validity findings. _____________________
10. In quantitative experiments it filters out external factors, if properly designed, and so the
results gained can be seen, as real and unbiased.

II. Put a tick (/) if it describes the characteristics of a Quantitative Research.

1. Data is in the form of words, pictures or objects.

2. The data is usually gathered using structured research instruments.

3. It is not based upon numerical measurements and does not use numbers and
statistical methods as key research indicators and tools.
4. It tends to be associated with small-scale studies and a holistic perspective, often
studying a single occurrence or small number of occurrences/case studies in
great depth.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 5. The research study can usually be replicated or repeated, given its high reliability.

6. Data are in the form of numbers and statistics, often arranged in tables, charts,
figures, or other non-textual forms.
7. Emphasis is on discovery rather than proof.

8. The results are based on larger sample sizes that are representative of the
population.
9. It tends to be associated with emergent research design, using a wide range of
approaches
10. Researcher has a clearly defined research question to which objective answers

are sought.

DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical investigation of observable

phenomena through the use of computational techniques. 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. Simply, quantitative research is concerned with numbers and
its relationship with events.
The quantitative research suggests that the data concerned can be analyzed in terms of
numbers. An example that we can give for this study is a study comparing the performance of
Grade 12 in Upper Tumapoc National High School and Burgos National high School in Physical
Science when ICT is integrated in teaching. This can be approached by getting the average
performance of both schools before and after integrating ICT. Then the averages can be compared
and analyzed to see the differences or effectiveness. In this case, numbers are used as data for
analysis. Another is surveying what do viewers in Burgos, La Union prefer to watch: is it GMA
dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may be approached by
making a survey questionnaire asking for the preference of viewers in Burgos, La Union.

May you now give your own example of a quantitative research?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target

concepts. It is not based on mere intuition and guesses. Data are gathered before proposing a
conclusion or solution to a problem.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance what
they are looking for. The research questions are well-defined for which objective answers are
sought. All aspects of the study are carefully designed before data are gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data
collection, thus, ensuring the accuracy, reliability and validity of data. Data are normally
gathered using structured research tools such as questionnaires to collect measurable
characteristics of the population like age, socio-economic status, number of children, among
others.
4. NUMERICAL DATA. Figures, tables or graphs showcase summarized data collection in
order to show trends, relationships or differences among variables. In sum, the charts and tables
allow you to see the evidence collected.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal population
distribution curve is preferred. This requires a large sample size, depending on how the
characteristics of the population vary. Random sampling is recommended in determining the
sample size to avoid researcher’s bias in interpreting the results.
6. REPLICATION. Quantitative methods can be repeated to verify findings in another setting,
thus strengthen and reinforcing validity of findings eliminating the possibility of spurious
conclusions.
7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid of
computers, if-then scenarios may be formulated thus predicting future results. Quantitative
research puts emphasis on proof, rather than discovery.

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH

 The advantages of quantitative research includes the following:
1. It is objective. The most reliable and valid way of concluding results, giving way to a
new hypothesis or to disproving it. Because of bigger number of the sample of a
population, the results or generalizations are more reliable and valid. Since it provides
numerical data, it can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows you to
comprehend a huge amount of vital characteristics of data.
3. It is real and unbiased. If the research is properly designed it filters out external factors,
and so can be seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the population about
which information is necessary.
5. Quantitative studies are replicable. Standardized approaches allow the study to be
replicated in different areas or over time with formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible
directions to follow.

WEAKNESSES OF QUANTITATIVE RESEARCH

 The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents. It is assumed that the
larger the sample is, the more statistically accurate the findings are.
2. It is costly. Since, there are more respondents compared to qualitative research, the
expenses will be greater in reaching out to these people and in reproducing
questionnaires.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 3. The information is contextual factors to help interpret the results or to explain
variations are usually ignored. It does not consider the distinct capacity of the
respondents to share and elaborate further information unlike the qualitative
research.
4. Much information are difficult to gather using structured research instruments,
specifically on sensitive issues like pre-marital sex, domestic violence, among
others.
5. If not done seriously and correctly, data from questionnaires may be incomplete
and inaccurate. Researchers must be on the look-out on respondents who are just
guessing in answering the instrument.

What are the strengths and weaknesses of quantitative research?

KINDS OF QUANTITATIVE RESEARCH DESIGNS

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
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.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL NON -EXPERIMENTAL

TRUE PRE - DESCRIPTIVE

EXPERIMENTAL EXPERIMENTAL

1. Pre-Test Design 1. One Shot Case Study

2. Post-Test Design 2. One Group Pre -Test 1. Survey
3. Post-Test only/ Post-Test Design 2. Correlational
Control 3. Ex -Post Facto Studies
4. Comparative
QUASI - 5. Evaluative
EXPERIMENTAL 6. Methodological

1. Non-equivalent Control
Group Design
2. Time Series Design

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. A type of research apply to experimental design

that 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
preexperimental 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

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 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:

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 singlegroup 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.
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 quasiexperiments 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 called as
DESCRIPTIVE RESEARCH DESIGN because it is only one under nonexperimental 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. 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.
B. 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
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 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?

C. 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 1: A researcher is interested in how weight influences stress-coping

level of adults. Here the subjects would be separated into different groups
(underweight, normal, overweight) and their stress-coping levels measured.
This is an ex post facto design because a pre-existing characteristic (weight)
was used to form the groups.

Example 2: 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. For 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.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 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
scalematched approach, where data from different disciplines can be
integrated.

What are the types of quantitative research designs? Give example each type.

KEEP THIS IN MIND.

QUANTITATIVE RESEARCH
– use numbers in stating generalization
about
a given problem or inquiry
STRENGHT WEAKNESSES
 Objectivity CHARACTERISTICS  Requires large number
of Respondents
 Real & Unbiased 1. OBJECTIVE
 Costly
 Facilitates 2. CLEARLY DEFINED
 Contextual Factors are
Sophisticated Analysis RESEARCH QUESTIONS ignored
 Analyzed in quick & 3. STRUCTURED  Difficult to gather
easy way RESEARCH dat
 Replicable INSTRUMENTS  Little
a glitch in the
 Useful in Testing 4. NUMERICAL DATA procedure leads to
Qualitative Research 5. LARGE SAMPLE SIZES incomplete and
6. REPLICATION inaccurate data
7. FUTURE OUTCOMES

EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE

SURVEY
TRUE -EXPERIMENTAL
QUASI -EXPERIMENTAL
PRE -EXPERIMENTAL

CORRELATIONAL

EX POST FACTO

COMPARATIVE

NORMATIVE

EVALUATIVE

METHODOLOGICAL

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 MIND CHALLENGE. Answer the following questions, follow directions given.
I. NON-STOP WRITING. In 10 mins., write your concise learning about the following.
1. What is quantitative research?
________________________________________________________________________
_______________________________________________________________________.
2. What are the characteristics of quantitative research?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
3. Discuss the strengths of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
4. Discuss the weaknesses of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
5. Describe each type of quantitative research design. Give example each.
Example: Survey - used to gather information from groups of people by selecting and
studying samples chosen from a population.
Example: Preference T.V network of viewers in Upper Tumapoc, Burgos, La Union.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 POST_TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test.

I. Identification. Identify what is being asked in each number. Write your answer after the
statement.

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.
____________________________
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.
__________________________

II. Multiple Choice. Choose the correct letter that best describe the question or complete the
statement. Write your answer before the number.

1. Which of the following BEST defines quantitative research?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is a systematic process obtaining numerical information about the world.
D. It is an activity of producing or proving a theorem.
2. Which of the following is NOT a characteristic of quantitative research?
A. Data are gathered before proposing a conclusion or solution to a problem.
B. Quantitative methods can be repeated to verify findings in another setting, thus strengthen
and reinforcing validity of findings eliminating the possibility of spurious conclusions.
C. Figures, tables or graphs showcase summarized data collection in order to show trends,
relationships or differences among variables. In sum, the charts and tables allow you to see
the evidence collected.
D. It seeks to gather a more comprehensive understanding of activities related to human
behavior and the attributes that rule such behavior.
3. Which of the following describes the characteristics of research where data are in form of
statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample Size
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 4. This characteristic of quantitative research which refers to its necessity to arrive at a more reliable
data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
6. The researchers know in advance what they are looking for. The research questions are welldefined
for which objective answers are sought. All aspects of the study are carefully designed before data
are gathered.
A. Future Outcomes C. Clearly defined Research Questions
B. Structured Research Instruments D. Numerical Data
7. Which research design seeks to describe “what is”?
A. Correlational C. Experimental
B. Descriptive D. Evaluation
8. In this type of research, the investigator tries to probe the significance of relationship between two
or more factors or characteristics
A. Correlational C. Ex-post facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
C. describes past situations
D. there is no manipulation of variables or search for cause and effect related to the
performance
10. Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices

III. DETERMINATION. Determine if the description given below is a strength or weakness of a

quantitative research. Write your answer on the blank provided for.

1. The most reliable and valid way of concluding results, giving way to a new hypothesis or to
disproving it. ___________________________
2. Since, there are more respondents compared to qualitative research, the expenses will be greater in
reaching out to these people and in reproducing questionnaires. _______________________
3. If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate.
____________________________
4. Standardized approaches allow the study to be replicated in different areas or over time with
formulation of comparable findings. _______________________________
5. Quantitative experiments are useful for testing the results gained by a series of qualitative
experiments, leading to a final answer, and narrowing down of possible directions to follow.
_______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the findings are.
________________________

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 7. Researchers must be on the look-out on respondents who are just guessing in answering the
instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and elaborate further
information unlike the qualitative research. __________________________
9. It is real and unbiased. _____________________
10. It is costly. ______________________
IV. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the
letter of the correct answers in the space provided in column A from among the choices I column
B.
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 B. Survey
deployment of a curriculum
3. useful when the objective of the study is to C. Census
see general picture of the population under
investigation in terms of their social and D. Evaluative
economic characteristics, opinions, and
their knowledge about the behavior E. Comparative
towards a certain phenomenon
4. 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 describe the level of their G. Descriptive
study habits
5. discusses why and how a phenomenon H. Correlational
occurs
6. selecting groups, upon which a variable is I. Bivariate Correlational
tested, without any random pre-selection
processes J. Prediction
7. uses correlation coefficient to show how one
variable (the predictor variable) predicts K. Multiple Regression
another (the criterion variable)
8. employs both treated and control groups to L. Pre-Experimental
deal with time-related rival explanations
M. Quasi Experimental
9. it obtains score from two variables for each
subject, and then uses them to calculate a
N. True Experimental
correlation coefficient
10. term that seems synonymous to survey
research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of research in a

research reports and classify them to any of the research designs we have discussed.
Choose only quantitative research titles. Follow the format below.
RESEARCH TITLE RESEARCH DESIGN
1.
2.
3.
4.
5.
6.
7.

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 8.
9.
10.
11.
12.
13.
14.
15.

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS FIELDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the
letter of the correct answers in the space provided in column A from among the choices I column
B. Identify what discipline the given research title is related.
COLUMN A COLUMN B
1. What Effect do Punitive Behavioral Control
Statements have on Classroom?
2. The Relationship between the Mushrooming A. QUANTI & ANTHROPOLOGY B.
of Fast Food Chains and Obesity of Children
in Kuopo, Eastern England. QUANTI & COMMUNICATION
3. Effect of Tourism to the Cultural System of
Villagers in Southern Cordillera. C. QUANTI & SPORTS MED.
4. Factors Affecting Quality of Medical
Education in Saint Louis University. D. QUANTI & MEDICAL ED.
5. Relationship of Verbally Aggressive Behavior
to the Physical Aggression of a Person. E. QUANTI & BEHAVIORAL SCI.
6. Factors Affecting Crime Rates in Burgos, La
Union. F. QUANTI & EDUCATION
7. Video Integration in Teaching Science in
Grade 12 of Upper Tumapoc National High G. QUANTI & PSYCHOLOGY
School.
H. QUANTI & ABM
8. Communicative Behaviors Associated in
Different Stages of a Romantic Relationship.
I. QUANTI & STEM
9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years.
10. Relationship of Physical Activity to the
Amount of Adipose Tissue and Endurance
Fitness of Children Aged 15 – 22 in Burgos,
La Union.

II. ESSAY. Discuss briefly, what is ask below.

1. How quantitative research related or important to different field of discipline?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.

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 2. Choose two disciplines enumerated above (column B) and explain how quantitative research was
used on it.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in order to improve or
enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing
things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often
used because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and attention. Then, only the
faculty in higher education has so much interest and conduct researchers, but now even the teachers in the
basic education are engrossed in researches and devote time and effort in conducting researches to improve
educational practices that may lead to more quality learning of the students. Many teachers do action
researches because there is a serious need to identify the problems of the deteriorating quality of education.
By doing so, they can address systematically and make educational decisions regarding the problems met.
Innovative teaching strategies are product of research.
In the natural and social sciences, quantitative research is the systematic, empirical investigation of
observable phenomena via statistical, mathematical or computational techniques. The objective of
quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining
to phenomena. The process of measurement is central to quantitative research because it provides the
fundamental connection between empirical observation and mathematical expression of quantitative
relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use quantitative research
designs like descriptive, pre-experimental, quasi-experimental, true-experiment, case study, among others.

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

Researches can help design a new product or service, figuring out what is needed and ensure the
development of product is highly targeted towards demand. Businessmen can also utilize research results to
guarantee sufficient distribution of their products and decide where they need to increase their product
distribution. Conducting researches can also help a business determine whether now is the proper time to
open another branch or whether it needs to apply for a new loan. It may also help a small business decide if
a procedure or strategy should be change to meet the requirements of the customer base. Research is
important for any organization to remain in the market. The primary function of research in ABM is to
correctly determine its customers and their preferences, establish the enterprise in the most feasible
location, deliver quality goods and services, analyze what the competitors are doing and find ways on how
to continuously satisfy the growing and varied needs of the clients.

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 QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and quantitative research data. It is

concerned with exploring connections simultaneously, amidst cultural differences, alternatives and identity.
In the contemporary academic, socio-cultural and political climate these concepts have immense symbolic
overtones.
Quantitative research is use in Anthropology in many aspects. Like, true experiments may use in
studying people provided that you follow certain steps (Bernard, 2004). This is to look into the Effects of
an intervention in ethnic behavior of a group. In here, you need at least two groups, called the treatment
group and the control group. On group gets the intervention and the other group don’t. Next, individuals
may be randomly assigned, either to the intervention group or to the control group to ensure that the groups
are equivalent. Then, the groups are measured on one or more dependent variables; this is called the pre-
test. After which, the intervention is introduced. Lastly, the dependent variables are measured again. This is
the post test.
True in experiments with people in laboratory are also common. Laboratory experiments often
produce results that beg to be tested in the natural world by Anthropologists. Aaron and Mills (1959, as
cited by Bernard, 2004) demonstrated in a lab experiment that people who go through severe initiation to a
group tend to be more positive toward the group than are people who go through a mild initiation. They
reasoned that people who go through tough initiation rites put a lot of personal investments into getting into
the group. Later, if people see evidence that the group is not what they thought it would be, they are
reluctant to admit the fact because of the investments.
In Field, Janet Schofield and her colleagues did a 3 year ethnographic study in middle school.
During the first year, they noticed that African-American and while children seemed to react differently to
“mildly aggressive acts’ – things like bumping in the hallway, poking one another in the classroom, asking
for food, or using another student’s pencil without permission. There appeared to be no event of racial
conflict in the school, but during interviews while students were more likely to report being intimidated by
their African-American peers than vice versa (Sagar & Schofield, 1980, as cited by Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular communication

phenomenon might generalize to a larger population. For example, researchers can advance questions like
“What Effect do punitive behavioral control statements have on a classroom? What communicative
behaviors are associated with different stages in romantic relationships? What communicative behaviors are
used to respond to co-workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009)

QUANTITATIVE RESEARCH and SPORTS MEDICINE

Quantitative research is used to analyze how sports may be used as an alternative way of
medicating an illness. An example is the research done by University of Eastern Finland which investigated
the relationship between mushrooming of fast food chains and obesity, as well as the intervention needed to
prevent children’s obesity from reaching serious proportions. The research focused on the children’s
physical activity and physical inactivity and the concomitant impact on the children’s amount of adipose
tissue (fat mass) and the endurance fitness. The study is used to analyze certain the effect of physical
activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly observational research based

on surveys or correlational studies. The designs test interventions like curriculum, teaching-learning
process, or assessment with an experimental group. Either a comparison or controlled group learners may

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 allow researchers to overcome validity concerns and infer potential cause-effect generalizations.
Researchers are using to cope with the emerging trends in recent times.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how one behavior exhibited by
people is related to other types of behavior. Examples are verbally aggressive behaviors related to physical
aggression – that is, when a person has a level of verbally aggressive behavior, does he or she tend to be
physically aggressive? Are certain supervisor communication skills related to the emotional experiences of
employees?
Questions of difference explore how patterns of behavior or perceptions might differ from one
group or type of a person to another: Do people with disabilities experience emotional labor differently
from those without disabilities? Do women perceive talkativeness (or lack of it) differently form men? Do
communication styles differ from one culture to the next? (Alle, Titsworth, Hunt, 2009).
When quantitative researchers explore questions of differences or questions of relationships, they
do so in an attempt to uncover certain patterns of behavior. If the researcher discovers that a certain
relationship exists in sample that she or he has drawn form the population, she/he is then in a position to
draw generalizations about patterns expected of human behavior.

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems. Suppose a researcher has
invented a technique for improving reading comprehension among third graders. She/he selects two third
grade classes in a school district. One of them gets the intervention and the other doesn’t. Students are
measured before and after the intervention to see whether their reading scores improve. This design
contains many of the elements of true experiment, but the participants are not assigned randomly to the
treatment and control groups.

QUANTITATIVE RESEARCH and PSYCHOLOGY

Mertens (2005) says that the dominant paradigms that guided early psychological research were positivism
and its successor, post positivism. Positivism is based on rationalistic, empiricist philosophy that originated
with Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. the underlying assumptions
of positivism include the belief that the social world can be studied in the same way as the natural world,
that there is a method for studying the social world that is value-free, and that explanations of a causal
nature can be provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and

MATHEMATICS

Medical practitioners, for example, conduct researches to obtain significant information about
diseases trends and risk factors, results of various health interventions, patterns of care and health care cost
and use. The different approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in different populations and
various institutions. It is also necessary in evaluating experiences in clinical practice in order to develop
mechanisms for best practices and to ensure high quality patient care. Researchers in these fields ultimately
aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing designs which are
creatively beautiful and at the same time give more convenience and efficiency as they utilize modern

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 technology to adapt to the ever changing society. New materials and procedures may be developed so as to
further strengthen the structural materials than can withstand various calamities and disasters.

POST_TEST. This serves as your summative test. Answer the questions below following the
instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields and explain how
quantitative research is interconnected with it.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
II. CONCEPT MAP. Complete the concept map presented below. You add figures so long as you will
use your creativity using the figures given. Present the importance of quantitative research to
different fields. Maximize the space below.

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 QUANTITATIVE
RESEARCH

LESSON 3: KINDS OF VARIABLES and THEIR USES

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

IV. IDENTIFICATION. Identify what is being asked in each number. Write your answer after the
statement. Choose your answer from the box below.

 VARIABLE  DEPENDENT  INDEPENDENT

 CONTROL  CONTINUOUS  INTERVENING

 CONFOUNDING  INTERVAL  NOMINAL

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  ORDINAL  RATIO  ABSTRACT

1. It refers to the characteristics that have two or more mutually exclusive values or properties.
________________________
2. Variables that represent categories that cannot be ordered in any particular way.
________________________
3. Special kind of independent variables that are measured in a study because they potentially
influence the dependent variable. __________________________
4. Variables that have values that lie along an evenly dispersed range of numbers when there is an
absolute zero, as opposed to net worth, which can have a negative debt-to-income ratio-level
variable. ____________________________
5. Kind of variable that are not actually measured or observed in a study. They exist but their
influence cannot be directly detected in a study. __________________________
6. It “stands between” the independent and dependent variables, and they show the effects of the
independent variable on the dependent variable. __________________________
7. Variables that represent categories that can be ordered from greatest to smallest.
_____________________
8. Kind of variable that probably cause, influence, or effect outcomes. They are variably called
treatment, manipulated, antecedent or predictor variables. ________________________
9. Variables that depend on independent variables; they are the outcomes or results of the influence of
the independent variable. _______________________
10. Variables that have values that lie along an evenly dispersed range of numbers. ______________

II. DETERMINATION. Determine if what type of variable are the following. Write I if the variable is
Interval, N if Nominal, R if Ratio and O if Ordinal.

1. Military Title ___________

2. Temperature in degree Celsius ___________
3. Birthplace ___________ 4. Year Level
___________
5. Favorite Type of Music ___________
6. Clothing such as hat, shirt, shoes ___________ 7. A score in 5- item
quiz in Math ___________
8. Feeling for today ___________
9. Means of Transportation ___________
10. How internet is used at home ___________ 11. Freshman, Sophomore ___________ 12.
Person’s net worth ___________
13. Male or female ___________ 14. 1, 2, 3, 4, 5 ___________
15. Political Affiliation ___________

THE VARIABLES IN RESEARCH

The term ‘variable’ has been mentioned several times so that it is necessary to define it here. In research, a
variable refers to a “characteristics that has two or more mutually exclusive values or properties” (Sevilla
and Other, 1988). Sex, for instance, has two properties which are maleness and femaleness. The ages of

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 different persons have different values; so with their size, height, weight and income. The phenomenon of
variety is what makes life interesting; it is one of the motivating factors of the research undertaking.
The root word of the word variable is “vary” or simply “can change”. These variables are among the
fundamental concepts of research, alongside with measurement, validity, reliability, cause and effect; and
theory. Bernard (1994) defines a variable as something that can take more than one value, and values can
be words or numbers.
A variable specifically refers to characteristics, or attribute of an individual or an organization that can be
measured or observed and that varies among the people or organization being studied (Creswell, 2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)

1.
CONTINUOUS VARIABLES – A variable that can take infinite number on the value that can
occur within the population. Its values can be divided into fractions. Examples of this type of variable
include age, height, and temperature. Continuous variables can be further categorized as:

a. INTERVAL VARIABLES – It have values that lie along an evenly dispersed range of
numbers. It is a measurement where the difference between two values does have meaning.
Examples of interval data include temperature, a person’s net worth (how much money you
have when you subtract your debt from your assets), etc. In temperature, this may illustrate as
the difference between a temperature of 60 degrees and 50 degrees is the same as difference
between 30 degrees and 20 degrees. The interval between values makes sense and can be
interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly dispersed range of numbers
when there is absolute zero. It possesses the properties of interval variable and has a clear
definition of zero, indication that there is none of that variable. Examples of which are height,
weight, and distance. Most scores stemming from response to survey items are ratio-level
values because they typically cannot go below zero. Temperature measured in degrees Celsius
and degrees Fahrenheit is not a ratio variable because 0 under these temperatures scales does
not mean no temperature at all.

2.
DISCRETE VARIABLES – This is also known as categorical or classificatory variable. This is any
variable that has limited number of distinct values and which cannot be divided into fractions like
sex, blood group, and number of children in family. Discrete variable may also categorized into:

a. NOMINAL VARIABLE – It represent categories that cannot be ordered in any particular

way. It is a variable with no quantitative value. It has two or more categories but does not
imply ordering of cases. Common examples of this variable include eye color, business type,
religion, biological sex, political affiliation, basketball fan affiliation, etc. A sub-type of
nominal scale with only two categories just like sex is known as dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered from greatest to smallest.
This variable has two or more categories which can be ranked. Examples of ordinal variable
include education level, income brackets, etc. An illustration of this is, if you asked people if
they liked listening to music while studying and they could answer either “NOT VERY
MUCH”, “MUCH”, “VERY MUCH” then you have an ordinal variable. While you can rank
them, we cannot place a value to them. In this type, distances between attributes do not have
any meaning. For example, you used educational attainment as a variable on survey, you might
code elementary school graduates = 1, high graduates = 2, college undergraduate = 3, and
college graduate = 4. In this measure, higher number means greater education. Even though we
can rank these from lowest to highest, the spacing between the values may not be
the same across the levels of the variables. The distance between 3 and 4 is not the same with
the distance between 1 and 2.

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 KINDS OF VARIABLES

Several experts have lumped together the following as the major kinds of variables:

1. INDEPENDENT VARIABLES – Those that probably cause, influence, or affect outcomes. They
are invariably called treatment, manipulated, antecedent or predictor variables. This is the cause
variable or the one responsible for the conditions that act on something else to bring about changes.

EXAMPLE: A study is on the relationship of study habits and academic performance of UTNHS
senior high school students. STUDY HABITS is the independent variable because it influenced the
outcome or the performance of the students.

2. DEPENDENT VARIABLES – those that depend on the independent variables; they are the
outcomes or results of the influence of the independent variable. That is why it is also called
outcome variable.

EXAMPLE: A study is on the relationship of study habits and academic performance of UTNHS
senior high school students. ACADEMIC PERFORMANCE is the dependent variable because it is
depending on the study habits of the students; if the students change their study habit the academic
performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that “stand between” the

independent and dependent variables, and they show the effects of the independent variable on the
dependent variable.

EXAMPLE: Consider the given below. Even if farm production is good, if the attitude towards
payment is negative, loan repayment would be low, whereas, if the attitude towards repayment is
positive or favorable, loan repayment would be high.

FARM ATTITUDE
PRODUCTION LOAN
TOWARDS
REPAYMENT
REPAYMENT

DV IV DV

4. CONTROL VARIABLES – A special types of independent variables that are measured in the
study because they potentially influence the dependent variable. Researchers use statistical
procedures (e.g. analysis of covariance) to control these variables. They may be demographic or
personal variables that need to be “controlled” so that the true influence of the independent variable
on the dependent variable can be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually measured or observed in a

study. They exist but their influence cannot be directly detected in a study. Researchers comment
on the influence of confounding variables after the study has been completed, because these
variables may have operated to explain the relationship between the independent variables and
dependent variable, but they were not or could not be easily assessed.

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UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 POST_TEST. This serves as your summative test. Answer the questions below following
the instruction given in each test.

I. Identification. Identify the variables and the constant in each title of study presented below. Determine
the independent and dependent variable; then determine whether discrete or continuous variable.

FOR EXAMPLE: A study on the relationship of study habits and academic performance of BSU college
students.

CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
BSU COLLEGE STUDY ACADEMIC
DISCRETE DISCRETE
STUDENTS HABITS PERFORMANCE

CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS

1.

2.

3.

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 DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME.

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 4.

5.

6.

7.

8.

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UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
``

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