LEARNING ACTIVITY SHEET IN PRACTICAL RESEARCH 2 WEEK 1

NAME: _________________________________________ GRADE LEVEL/SECTION: ________________ DATE: __________

THE CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF QUANTITATIVE RESEARCH

I. LEARNING COMPETENCY:
Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
II. LEARNING OBJECTIVES:
i. Define quantitative research and its characteristics;
ii. Infer about the strengths and weaknesses of quantitative research; and
iii. Value the importance of the different kinds of quantitative research.

III. INTRODUCTION:
Vital to the conduct of a quantitative research project is a deep understanding of its characteristics. When you know
its strengths and different classifications, you will be able to identify what kind of questions you should ask and what
approach is most suited to find answers to these questions. The identification of its weaknesses on the other hand, aids in
recognizing the questions or topics that are inappropriate to this course. At the end of this lesson, you will have a good
grasp of what is quantitative research that will prepare you in crafting a good research study and instrumental to building
lifelong skills.
IV. DISCUSSION:

 DEFINITION OF QUANTITATIVE RESEARCH

You have learned from Practical Research 1 that research method is classified into two main types: quantitative and
qualitative. While both methods utilize a specific data gathering procedure, the former is generally concerned with
understanding phenomenon relating to or involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative methods of research and what are its different
kinds.
Quantitative research uses scientifically collected and statistically analyzed data to investigate observable
phenomena. A phenomenon is any existing or observable fact or situation that we want to unearth further or understand. It
is scientific for the fact that it uses a scientific method in designing and collecting numerical data. Once data is collected, it
will undergo statistical analysis like Pearson’s r, t-test and Analysis of Variance (ANOVA) for analysis. Since data is analyzed
statistically, it is imperative that the data obtained must be numerical and quantifiable, hence its name quantitative
research.
Numerical data are generally easier to collect than descriptions or phrases used in qualitative research. Information
like student’s grades in different subjects, number of hours of engagement in social media platforms of teens, percentage of
consumers who prefer the color blue for soap packaging, average daily Covid-19 patient recovery per region are just few
examples of research data expressed in numbers. Some data on the other hand, are not directly countable and thus require
conversion from non-numerical information into numerical information. For instance, determining which brand of canned
sardines is the best choice for consumers in terms of taste cannot be expressed in numbers unless we do a survey using a
rating scale. Several forms of rating scales are available, e.g., the Likert scale that we can use to quantify data. Usually, they
come in a selection of numbers with a corresponding meaning for each choice, for example: 1= tastes very good, 2 =
satisfactory, or 3 = undesirable. Numerical choices convert texts into numbers so the researcher can perform mathematical
operations for faster, more accurate, and more objective analysis.
 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.
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.

 STRENGTHS and WEAKNESSES OF QUANTITATIVE RESEARCH

 STRENGTHS OF QUANTITATIVE RESEARCH
The advantages of quantitative research include 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.
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.

 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.
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 applies to experimental design that with least internal validity.
One type of pre-experiment, the simple group, pre-test-post-test design, measures the group two times, before and
after the intervention.
Instead of comparing the pretest with the posttest within one group, the posttest of the treated groups is
compared with that of an untreated group. Measuring the effect as the difference between groups marks this as
between-subjects design. Assuming both groups experienced the same time-related influences, the comparison
group feature should protect this design from the rival explanations that threaten the within-subject design.
Two classes of experimental design that can provide better internal validity than pre-experimental designs
are: quasi-experimental and true experimental design (Dooly, 1999).
B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. Quasi-experimental design involves selecting groups, upon which a
 variable is tested, without any random pre-selection processes. For example, to perform an educational
experiment, a class might be arbitrarily divided by alphabetical selection or by seating arrangement. The division is
often convenient and, especially in an educational situation, causes as little disruption as possible. After this
selection, the experiment proceeds in a very similar way to any other experiment, with a variable being compared
between different groups, or over a period of time.
There are two types of quasi-experimental design, these are:
a. Non-Equivalent Control Group. This refers to the chance failure of random assignment to equalize the
conditions by converting a true experiment into this kind of design, for purpose of analysis.
b. Interrupted Time Series Design. It employs multiple measures before and after the experimental
intervention. It differs from the single-group pre-experiment that has only one pretest and one posttest.
Users of this design assume that the time threats such as history or maturation appear as regular changes in
the measures prior to the intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related and group-related threats. Two features mark
true experiments: two or more differently treated groups; and random assignment to these groups. These features
require that the researchers have control over the experimental treatment and the power to place subjects in
groups.
True experimental design employs both treated and control groups to deal with time-related rival
explanations.
A control group reflects changes other than those due to the treatment that occur during the time of the
study. Such changes include effects of outside events, maturation by the subjects, changes in measures and impact
of any pre-tests.
True experimental design offers the highest internal validity of all the designs. Quasi-experimental design
differs from true experimental design by the absence of random assignment of subjects to different conditions.
What quasi-experiments have in common with true experiments is that some subjects receive an intervention and
provide data likely to reflect its impact.
2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the phenomena as they occur naturally and
no external variables are introduced. In this research design, the variables are not deliberately manipulated nor is the
setting controlled. Researchers collect data without making changes or introducing treatments. This may also be called as
DESCRIPTIVE RESEARCH DESIGN because it is only one under non-experimental design.
DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and document aspects of a situation as it
naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development.
The types of descriptive design are as follows:
A. 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 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.
F. EVALUATIVE. It is a process used to determine what has happened during a given activity or in an institution. The
purpose of evaluation is to see if a given program is working, an institution is successful according to the goals set
for it, or the original intent was successfully attained. In other words, in evaluation judgments can be in the forms of
social utility, desirability, or effectiveness of a process. For example, we can cite here a situation. In evaluation
study, it will not just be considering the performance of the students who were taught under modular instruction;
instead, it is the rate of progress that happened among the students who were exposed to modular instruction.
Example: A test of children in school is used to assess the effectiveness of teaching or the deployment of a
curriculum.
G. METHODOLOGICAL. In this approach, the implementation of a variety of methodologies forms a critical part of
achieving the goal of developing a scale-matched approach, where data from different disciplines can be integrated.

V. EXERCISE/ACTIVITY

A. 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.
________________________
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. ______________________

B. 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 in column B.
VI. ASSESSMENT
Multiple Choice. Encircle the correct letter that best describe the question or complete the statement.
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
4. This characteristic of quantitative research which refers to its necessity to arrive at a more reliable data analysis.
A. Large Sample Sizes B. Replication C. Numerical Data D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes B. Replication C. Numerical Data D. Objective
6. 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.
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 B. Descriptive C. Experimental 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 B. Experimental C. Ex-post facto 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

VII. REFLECTION
What do you think is the importance of knowing the characteristics, strengths, weaknesses and different kinds of
quantitative research?
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VIII. REFERENCES
 Mariano, Jay-ar Mario V. n.d. COMPILATION IN PRACTICAL RESEARCH 2. Upper Tumapoc National High School.

Prepared by: ROXANNE MAE S. DAGOTDOT

T-III Cambagahan NHS