CRASH COURSE IN QUANTITATIVE RESEARCH

1. MENTORSHIP: A Crash Course in Quantitative Research MERVIN A. OSIC, PhD UM Tagum College

2. Process of asking questions and answering them in an organized way through: Involves: Within the capability of every thinking person Examination of limits of knowledge Assessing what is known up to that point Defining unanswered questions Devising ways of answering them in an organized and meaningful way Definition of Research Survey Experiment

3. 1. Choice of institution, field, and topic 2. Comprehensive period of background reading 3. Formulation of research question (statement of the problem) and suggested answer (hypothesis) 4. Define method of investigation with appropriate form of statistical analysis 5. Conduct of the study 6. Generating meaningful conclusions 7. Reporting of the study to the appropriate audience Steps of the Research Process

4. Research Methodologies

5. Quantitative research is the numerical representation and manipulation of observations for the purpose of describing and explaining the phenomena that those observations reflect. It is used in a wide variety of natural and social sciences, including physics, biology, psychology, sociology and geology What is quantitative research? Moreover, Creswell (1994) has given a very concise definition of quantitative research as a type of research that is `explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics).'

6. Survey research Correlational research DIFFERENT TYPES OF QUANTITATIVE RESEARCH Causal-comparative research Experimental research

7. Characteristic Quantitative research Qualitative research Features of Quantitative and Qualitative Studies Type of data Phenomena described numerically Phenomena described in narrative fashion Analysis Descriptive and inferential statistics Identification of major themes Scope of inquiry Specific questions or hypothesis Broad, thematic concerns Primary advantage Large sample, statistical validity, accurately reflects the population Rich, in-depth, narrative description of sample Primary disadvantage Superficial understanding of participants’ thoughts and feelings Small sample, not generalizable to the population at large

8. Some Points to Consider in Writing Chapter 1

9. Title heading: Chapter 1 The Problem What are the contents of Chapter 1? Introduction Theoretical/Conceptual Framework Assumptions (Optional)

10. 5. Statement of the Problem 6. Hypothesis/Hypotheses 7. Significance of the Study 8. Delimitation of the Study 9. Definition of Terms

11. 1. Give a brief general overview to introduce the topic 2. Give the background of the problem Tips for writing Introduction 3. Cite baseline data; information; observations; situation to illustrate the problem 4. Give strong rationale/justification of the study 5. Make a concluding paragraph

12. Cite where your study is anchored. What is the framework of your study. Where did you base your study. FRAMEWORK OF THE STUDY (Conceptual or Theoretical) If you have several sources, you have to cite them. You can get their ideas but do not copy them verbatim. Should you copy verbatim, this should be indented and single spaced. However, it is not advisable to have a long verbatim citation.

13. The discussion of the anchorage of the study could be 1 to 4 paragraphs. Introduce your schema/framework. See to it that the variables are described and discussed. The discussion should be coherent and interrelated. Do not discuss in isolation, as if you are defining terminologies.

14. You could represent your framework as a relationship (cause-effect, that is, one factor influences/affects/causes the other); as an input-process-output schema; as a developmental process (e.g. pre-development, development, post-development); as a variable with several determinants; as a flow of the concepts interfacing the main concept, etc. Remember: Concentrate on the focus of your study.

15. u FRAMEWORK provides the base where concepts/theories are anchored, focusing the attention of the research on certain features of the phenomenon under investigation and provides a language system for describing and interpreting the evidence gathered during the study. FRAMEWORK

16. Embedded within the frameworks are general ideas concerning what and who will be investigated. These provide a point of view and a language system for describing the features of the phenomenon and their relationships.

17. 3 types of conceptual system PARADIGMS AND RESEARCH PROGRAMS, THEORIES, AND MODELS

18. u A set of interrelated constructs/concepts, definitions and propositions that present a systematic view of phenomena by specifying relations among variables with the purpose of explaining and predicting the phenomena. THEORY

19. u Ways of thinking or models, patterns, schemata for research that when carried out, can lead to the development of theory. They often represent variables and their relationships in some graphic or outline form (Gage, 1985) PARADIGM

20. u Models are well developed descriptive analogies used to help visualize, often in simplified or imitative way, phenomena that cannot easily or directly observed. Each model is thus a projection of a possible system of relationships among phenomena, realized in verbal, material or symbolic terms MODELS

21. 1. Use a stronger anchorage or bases for your study. 2. Get an authority to back you up. Tips to write the Framework 3. Study the history/origin of the concept. Who is the proponent? 4. Get the variables/indicators for the concepts

22. 5. Draw the schema to conceptualize the study 6. Schema should jibe with title and problems 7. Discuss the schema; interconnect the variables that you mentioned 8. Discuss the variables of the study such that you relate them to the present study.

23. u Introduce the problem with a general statement.(Deductive approach – General to specific) Example: This study will examine the instructional practices of teachers in combination classes in _______ during the SY _____ to provide bases for policy guidelines STATEMENT OF THE PROBLEM

24. Give the specific problems. As much as possible you should have the appropriate instrument to answer the problems raised. Example: Specifically, it seeks to answer the following problems: (cite the problems)

25. 1. Give a brief intro to contain the answer to “who, what, when, where, how” Tips for writing the Statement of the problem 2. State problems clearly. These should be researchable 3. Problems should jibe with appropriate instrument 4. As much as possible use instrument that will yield empirical data not just perceptions 5. Problems should be relevant to answer the need of the study

26. Give a brief introductory statement, like: The result of this study will benefit the following: Significance of the study Cite the beneficiaries of the study from the most benefited to the least benefited. Give the benefits that could be derived from the result of the study. Example.

27. u The teachers will be most benefited because knowing their instructional practices, they could improve on their weaknesses. They could continue to practice their strengths. They could check on which practices would need to be replaced…. Give 4-6 sentences. Continue with another paragraph for the next beneficiary.

28. Cite only those who will be benefited and how they will be benefited The benefits should be realistic and doable, and relevant Tips for writing the Significance of the Study Example: The teacher, the pupils, the administrators; Do not number the beneficiaries. Use paragraph form.

29. u Give a brief introductory paragraph, indicating what the study is about, when it is conducted; where it is conducted; This could give the reader the physical/ geographical delimitation of the study. Example: This study is delimited to the instructional practices of teachers in _____ during the school year ____ Delimitation of the study

30. Indicate how limited is the content; the variables used; the instrument delimitation (Content delimitation). Example: The variables utilized in this study is delimited to classroom organization; classroom management; classroom teaching; and classroom activities

31. Indicate how limited is the procedure (Procedural delimitation). Example: The instruments utilized in the study will be the researcher-developed questionnaire with interview guide questions which will be conducted to some of the selected respondents.

32. Remember: Indicate the delimitation that is true to the particular study. You can use the word only or delimited. Delimitations are not weaknesses, but those which you limit because you would only need these parameters. You could have included the variables to your study but you opt not to include these.

33. 1. Consider the following delimitation a) physical/geographical delimitation Tips for writing the delimitation b) content delimitation c) subject delimitation d) theoretical delimitation e) procedural delimitation

34. 2. As much as possible state your sentences a delimitation and not as methodology 3. You don’t have to be extensive; Be brief and concise. 4. Write the delimitation in paragraph form

35. u Give a brief introductory paragraph, Example: The following terms are defined theoretically and/or operationally as used in the study: Definition of Terms Used

36. Get only the important key words. You can get these from the title and the variables used in the problem. Example: instructional practices, combination classes, policy guidelines, etc. Accordingly, define only the new terminologies. Remember: Get the author and year for the theoretical definition and see to it that your operational definition is what you meant in your study.

37. Define only the important terminologies/key concepts 2. Use both theoretical and operational definition Tips for writing the Definition of Terms 3. Authorities should be taken from primary sources. Avoid using the dictionary 4. Other terms could be discussed in the conceptual framework

38. Use APA format. Author’s name are not all capitals Use List List references cited in the text Tips for citing references Check if sources are related and relevant to the topic Check Use internet sources especially from journals, ISI journals, pdf materials…those with authors only. Use Do not use Do not use the wikipedia because these are still unedited and could change.

39. (1) it helps and guides the researcher in searching or selecting better research problems and topics; (2) it helps one to conceptualize and understand the topic better; ( Importance of the RL 3) it ensures that there is no duplication of the same study; (4) it helps in locating more sources of related information; (5) it provides ideas in the type of research to be done and in making research designs;

40. (6) it guides the researcher in making comparisons between his/her findings with those of the previous researchers; (7) it aids in the analysis of findings and formulating generalizations and principles; (8) it provides information on the status quo of knowledge in the area of the study; (9) it assists the researcher by pointing out the strengths and weaknesses of the existing research; (10) it helps avoid errors that plagued researchers on studying similar problems.

41. (1) find a study that is similar to the one you are thinking of doing, and check on the literature review to give you a quick start for your own study; (2) include all major relevant constructs in your study so that you can have a wide choice for your review; Things to consider in RL (3) find and select appropriate instrument for your study so you can use, adapt or pattern your own instrument; (4) anticipate common problems in the research context to avoid common pitfalls

42. (1) record the problem at the top sheet of the paper, (b) record each sub problems in full, serially, across the page, Suggestions for writing RL (c) study each sub problem, separating out the key words, (d) record the keywords or phrases in a column under the sub problem,

43. go to the library to consult the indexes, bibliographies and abstracts to find for books, articles, etc. armed with the “identified keywords” of the problem, Go Read read…read…read., ( arm oneself with index cards to put the bibliographic entry and the annotated bibliography, Arm always remember that the search should be “related and relevant to the study”. Remember

44. Literature Review could be organized According to the variables used Thematically Topically Logically according to the set problems chronologically historically

45. Locate relevant literature Use Use Identify key authors and journals Look at literature from other disciplines Obtain reprints and preprints bibliographic reference sources computerized literature searches Use references lists from articles, chapters, and books Scan tables of contents of key journals Use primary sources Avoid the popular press

46. Tips in writing the review of literature u Present an introductory paragraph on what is the content of the chapter. Introduce how the chapter is organized, e.g. thematically, topically, according to variables or chronologically according to dates, etc.

47. Generally, consider the focus of your study and use that as the basis in arranging the subsections of Chapter 2. For example, if you are considering Study habits and the Performance of multigrade pupils you could have a subsection on study habits and another subsection on performance of mutigrade pupils

48. u Get reviewed literature relevant to the topics in the subsections and weave the ideas of different authors. Try as much as possible to write an essay that interlaces the ideas of different authors, not the one-author-one- paragraph style of writing. Similar ideas of different authors can be put together in one paragraph

49. u Every end of the section should contain the insights gained by the researcher. Cite the relatedness of the reviewed literature to the present study. The similarities and differences could be highlighted.

50. Make sure to include only those relevant to the present study. Do not deviate from your focus. You will be overwhelmed with several materials, but constantly bear in mind your focus Avoid the “cut-and-paste” style because this could led to plagiarism. Ideas of authors have to be acknowledged.