The Nature of Inquiry and Research Quantitative Research Designs

1. Practical Research 2: The Nature of Inquiry and ResearchQuantitative Research Designs VON CHRISTOPHER G. CHUA von_christopher_chua@dlsu.edu.ph

2. What are the differences between quantitative and qualitative research? What are the strengths of quantitative research? Its weaknesses? What are variables? How do we classify variables? • Let’s look back…

3. A variable varies and has values. The values of variables under study are the research data. Are these variables? chair, shape of table, tweet, shirt style. Classifying Variables according to Scales of Measure Variables ORDINAL NOMINAL RATIO INTERVAL IDENTITY MAGNITUDE EQUAL INTERVALS ABSOLUTE ZERO

4. Daily Allowance Availability of Internet Connection Time Temperature Test Score Position in Student Government Cellphone Brand Height Cellphone number Class rank in the honor roll Which goes where? AGE GRADE LEVEL GENDER ACTIVITY ONE Classify the variables at the right based on their “likelihood” to the three others in the color-coded columns.

5. Our Learning Goals: The Nature of Inquiry and Research • After this discussion, you are expected to have the ability to… • describe characteristics, strengths, and weaknesses of quantitative research; • differentiate kinds of variables according to scales of measure; and • contrast kinds of quantitative research. This slideshow presentation will be made available through the trainer’s website: mathbychua.weebly.com. Download the document to use it as reference.

6. Quantitative Research Designs Correla tional Experi mental Manipulating conditions and studying effects Studying relationships Non-experimental research Descrip tive Describing characteristics

7. Quantitative Research Designs Descriptive Research TYPES This design aims to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately Observational methods are used to document and describe animal and human behavior in a natural or artificial environment. Survey research designs involves administering a survey to a sample or the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population Survey research designs Case Studies Involves an in-depth study of an individual or a small group of individuals

8. Survey research designs TYPES Cross-sectional survey is used when the researcher collects data at one point in time. The purpose is to examines current attitudes, beliefs, opinions, or practices Compare two or more groups in terms of attitudes, beliefs, opinions, or practices. Evaluates a program. Longitudinal survey designs involves the survey procedure of collecting data about trends with the same population, changes in a cohort group or subpopulation, or changes in a panel group of the same individuals over time. Use it when… • Describing trends • Determining individual opinions about policy issues • Identifying important beliefs and attitudes of individuals

9. Examples of Research Questions for Descriptive Research What are the sleeping habits of SHS students in DLSAU? What factors affected the SHS track choice of SHS students? What do teenagers consider when buying a new phone? What are the most common stressors that affect professors? What is the level of marketability of personalized phone cases on DLSAU students?

10. Quantitative Research Designs TYPES Correlational Research Explanatory research design determines the extent to which two variables (or more) co-vary. Co-vary means to predict a score on one variable with knowledge about the individual’s score on another variable. Prediction research design seeks to identify variables that will predict an outcome or criterion. Variables can be the predictor variable or the criterion variable. aims to describe and measure the degree of association between two or more variables or sets of scores.

11. Examples of Research Questions for Correlational Research Does wearing school uniform have any relationship with students’ ability to participate in class? Is there a relationship between phone brand and Facebook usage among teens? Does mathematical competence have any relationship with a person’s willingness to do business? Is there a relationship between a student’s attitude towards research and his/her real world problem solving skills?

12. Quantitative Research Designs Experimental Research Variables that cause change in the subject. Independent variable An experiment tests an idea to determine whether it influences an outcome. Used when the researcher wants to establish possible cause and effect between variables. Dependent variable Variables that bear or manifest the effects caused by the independent variable.

13. Experimental Research Designs TYPES In true experiments, the researcher randomly assigns participants to different conditions of the experimental variable. EG: R O1 x O2 CG: R O1 x O2 Quasi-experiments include assignment, but not random assignment of participants to groups. EG: O1 x O2 CG: O1 x O2 Experimental group (treatment group) post-test pretest treatment Control group (non-treatment group) Randomization (assigning individuals randomly to groups)

14. Examples of Research Questions for Experimental Research Does the use of audio-visuals in class have any effect on students’ memory? Does playing indie pop music improve students’ ability to solve Math problems while in class? Does a meme-based ad on social media improve a product’s name recall as compared to an ordinary ad? Can peer counseling improve a person’s school anxiety?

15. Internet availability at home and student’s average sleeping time at night Social media involvement and practices of Grade 12 HUMSS students The effect of the use of <a local packaging material> on the shelf life of a product. The marketability of <innovative product> to SHS students. Children of single parents and their level of Math anxiety. Determine the design ACTIVITY ONE

16. As a group, decide on a topic of interest for your research. For the next 10 minutes, come up with at least three research questions, one for each quantitative research design based on that topic and relevant to your SHS track. Present your group’s ideas to the rest of the class by sharing why your group thinks the question is interesting and how you see the group doing it. Quest for Questions ACTIVITY TWO Be creative. No idea is crazy. The more innovative the idea, the better.