Module 2: Writing a Quantitative Research Paper

Introduction
Writing a quantitative research paper requires patience, passion, and effort. In this
module, you will learn how to write quantitative research effectively. You will explore the
different techniques for writing the four sections: Introduction, Methodology, Results and
Discussion, and Conclusion and Recommendations. As for the application, you are required to
submit each section of your final project, which is to produce a full quantitative research paper.
In the assessment of this module, you are required to submit the full paper, which has been
reviewed by your adviser, produce a poster presentation, and present the results in a public
presentation.

Objectives
At the end of this module, students are expected to:
 Write the introduction part of the quantitative research manuscript effectively.
 Write the methodology part of the quantitative research manuscript effectively.
 Write the results, conclusion, recommendation, and the abstract parts of the quantitative
research manuscript effectively.
 Value group work on writing the quantitative research paper.

Lessons in this Module

Lesson 1: Choosing a title and Writing the Introduction

Lesson 2: Writing the Methodology

Lesson 3: Writing the Results, Conclusions and Recommendations, References and Abstract

Lesson 1 Writing the Introduction

Learning Objectives:

At the end of this lesson, the student is expected to be able to:

 Construct a research tile based on the problems identified.
 Write the introduction part of the quantitative research manuscript effectively.
 Value group work in writing the quantitative research manuscript effectively.
  Value group work on writing the quantitative research paper.
Introduction
Welcome to Lesson 1 (writing the introduction) of Module 5! In this lesson, we will be
learning how to construct an appropriate research title considering problems identified and
defined. The title summarizes the main idea or ideas of your study. We will also learn to
identify the research title’s parts, especially in identifying the variables and possible research
design. In this module, we will also learn especially in identifying the variables and possible
research design. In this module, we will also learn especially in identifying the variables and
possible research design. In this module, will also learn how to write an effective introduction
part of the paper. It should provide details about the problem at present that the researcher
would like to address. It also includes the background of the research and its objectives.

ACTIVITY: Final Project – Research Title

Submit your proposed research title for your final project in the schoology,

Overview of the final project:

You are required to produce a full quantitative research paper. The final project is the
culmination of the entire course learnings in the Quantitative methods. It is also the Course
Outcome of the course:

CO2 Write a full research paper on ICT variables implementing correlation design.

This is a full paper from Abstract to References with 4 chapters. The research design must
be Correlational Research (Correlation Analysis or Regression Analysis). A format and guideline will
be given to you to be uploaded in LMS. You are also required to produce a poster of your research
output and present your output in the public presentation.

Construction a Good Research Title

The title summarizes the main idea or ideas of your study. A good title contains the
fewest possible words that adequately describe your research paper’s contents and/or purpose.
The tile is, without doubt, the part of a paper that is read the most, and it is usually read first. If
the title is too long, it usually contains too many unnecessary words. On the other hand, a title
that is too short often uses words that are too general.
The following parameters can be used to help your formulate a suitable research paper
title:
 The purpose of the research
 The narrative tone of the paper (typically defined by the type of research)
 The methods used

The initial aim of a title is to capture the reader’s attention and to draw his or her
attention to the research problem being investigated. The title should inform the reader about
the variables that the researchers wanted to explore. It should also reflect the most important
results of the study:
Generally, the title:
1. Should summarize the main idea of the paper;
2. Should be a concise statement of the main topic;
3. Must include the major variable/s;
4. Should show the relationship of the main variables under study; and
5. It must be self-explanatory.
The researcher must be reminded of the following:
1. In formulating the title, the researcher should avoid using words that serve no useful
purposes and mislead indexers. A word such as methods, results, and investigation
appear redundant when used in thesis titles.
2. In many cases, the general problem or even the specific question that the researcher
intends to answer when rewritten in a statement form can serve as the title.

Writing the Introduction

The introduction serves to lead the reader from a general subject area to a particular
field of research. It establishes the context of the research being conducted by summarizing the
current understanding and background information about the topic, stating the purpose for the
work in the form of the hypothesis, question, or research problem, briefly explaining your
rationale, methodological approach, highlighting the potential outcomes your study can reveal,
and describing the remaining structure of the paper.
Think of the introduction as a mental road map that must answer for the reader these
four questions:
 What was I studying?
 Why was this topic important to investigate?
 What did we know about this topic before I did this study?
 How will this study advance our knowledge?
A well-written introduction is important because, quite simply, you never get a second
chance to make a good first impression. The opening paragraph of your paper will provide your
readers with their initial impressions about the logic of your argument, your writing style, the
overall quality of your research, and, ultimately, the validity of your findings and conclusions. A
vague, disorganized, or error-filled introduction will create a negative impression. In contrast, a
concise, engaging, and well-written introduction will start your readers off thinking highly of your
analytical skills, your writing style, and your research approach.
The contents of Chapter I Introduction are:
Chapter I Introduction
1.1 Background of the Study
1.2 Theoretical/Conceptual Framework
 1.3 Research Questions
1.4 Null Hypothesis

Writing the Background of the Study

The background of the study is very important in establishing the cognitive setting of the
research, which involves: (a) rationalizing why there is a need to research on the problem; (b)
clarifying the important terminologies for the reader to easily understand what the research is all
about; and (c) establishing the degree of seriousness of the problem which prompts the
researcher to look for solutions. In this section, the review of the study’s related literature is
included combining with the background discussions.
The following questions aid the researcher in formulating the introduction:
1. What is the rationale for the problem? The question is answered by sharing with the
beneficiaries why the researcher has been persuaded to look for solutions to the
problem. A narration of he researcher’s experience that led him/her to conduct the study
is commonly done.
Examples are personal experience, an article read, a scene witnessed, news heard, a
theory that needs to be clarified, etc. The proponent should describe the existing and
prevailing problem situation based on his/her experience. The scope may be local,
national, or international.

2. What is the setting of the problem? The setting forms part of the study’s delimitation, as
it defines the geographic boundaries of the study and implies certain demographic
characteristics. This describes the place where the research was conducted, as the
setting has a significant bearing on the variables being studied.
3. What is the basic literature foundation of the study? This is different from the review of
related theories, conceptual literature, and research literature. This part purports to
provide the researcher clarify of the terms or variables used in the study. The terms and
variables must be clear to the researcher so that he/she can make his/her reader
understands them. A backgrounder assists the investigator in determining the
boundaries of the study. This part is derived from different literature sources. The use
of various references is highly called for in this part of Chapter I.
4. How serious is the chosen research problem? Why is there a need to look for a solution
to the problem? In this aspect, the investigator is tasked to see the intensity and
magnitude of the problem. When the gravity of the problem has been established
already, the investigator work on the problem. Mostly, the researcher at this juncture
looks for statistical or quantitative evidence to assess the weight of the problem.
5. What is the general objective of the problem? This is derived from the general statement
of the problem and should also be based on the enumerated statement of the specific
problems.
6. What is the overall purpose of the problem? It is very significant to note that the
researcher must be aware of the research problem’s purpose. He/she must ask how it
will help his/her colleagues, or in this case, students of various disciplines.
 The first paragraph should start with a story or a description of the problem in the
context (This is the “What is”). It should provide details about the problem at present
that the researcher would like to address. Below is an example. Begin with a centrality
statement that would have a striking impact on the readers about what the paper is all
about. Example: Education is the foremost bottleneck to youth employment.

Responding to the Implementation of the K to 12 Curriculum: Region XI Business

Establishments’ Awareness and Needs

Kari Ann Bitgue, Marilyn Madrazo, Renan Limjuco, Roby Pagong, Melina Gonzales, Margie
Clavano and Minerva Fabros

Education is the foremost bottleneck to youth employment. According to the African Economic
Outlook (AEO), the lack of education coupled with skill mismatches is considered to be principal
impediments for young people to enter the labor market. Thus, the AEO (2013) highlighted the
need for comprehensive education that responds to labor market needs. This claim was
supported by Bersin (2012) when he emphasized that there is no job crisis in the world: rather
there is skill crisis. His figures report that 45% of US employers say lack of skills is the “main
reason” for entry-level vacancies. This consequently necessitates companies to invest heavily in
internal development programs in order to stay competitive. Bersin (2012) further detailed that
worldwide educational institutions are out of sync with employer needs. An enormous mismatch
is seen as only 42% of employers believe newly educated workers are ready for work while 72%
of educational institutions do. It is clear, therefore, that primary and secondary educational
institutions are not keeping in touch with corporate recruiters and the needs of business.

The 2nd, 3rd, and next paragraphs should discuss “what should be” about the variables.
In discussing the “should be,” provide literature to substantiate/strengthen the researchers’
claim. This paragraph provides literature about the connection between the two variables and
the other variables (mediating or moderator variable) that the researcher would like to explore.
 Family Firm Knowledge Integration of Noneconomic Value Creation

Jon C. Carr and J. Kirk Ring

(Second Paragraph)

The successful attainment of noneconomic goals within family firms is proposed as part of the
organizational learning process, and the theoretical underpinnings of the knowledge-based view
(Chirico and Salvato, 2008, Chirico and Salvato, 2018; Zahra et al., 2007) provides a specific,
employable approach to study this segment of organizational learning. An important concept
within the knowledge-based view of the film is the ability of a firm to integrate knowledge
internally, since this allows the organization to realize the latent value of such knowledge (e.g.,
Eisenhardt and Santos, 2002). Several attributes of knowledge, including the characteristics of
individuals participating in the process, may enhance or obstruct the ease of knowledge
mobility. Recently, authors have attempted to better understand how distinctive features of
family businesses are reflected in the ways knowledge is transferred and integrated through
time and potentially amongst generations of the controlling family. In 2009, Chirico and Salvato
provided a theoretical model of knowledge integration in family firms to explain the
development of dynamic capabilities as they are affected by knowledge integration. The
authors successfully tested their odel (Chirico and Salvato 2016) as a way to explain product
development in family firms and show how knowledge integration relates to dynamic
capabilities within family firms. Chirico and Salvato’s (2008) conceptualization of knowledge
integration aligns well with successfully meeting noneconomic goals of family firms, yet their
model does not fully capture contextual relationships as outlined in existing knowledge-based
and family firm theorizing.

The last paragraph should describe the “gap” that explains why the researcher wants to
further explore the study. It should be able to lay down and connect the problem described in
the first paragraph, and the “should be” based on the 2 nd and 3rd paragraphs. Based on these,
identify the literature gap that you would like to answer the prompted the researcher to conduct
the study. This should describe the uniqueness of the study compared to the other studies
being conducted. In writing the researcher should highlight again the problem (“what is”, then
the “what should be.”
 Owing to the difficulties of transferring tacit knowledge, the increased codifiability of knowledge
will ease knowledge integration and, in turn, magnify the positive relationship between knowledge
integration and family harmony and family satisfaction. When family firms find ways to codify
context specific, tacit knowledge that reduces conflict and increases relationship quality, they will
in turn be more capable of transferring this knowledge and meeting their noneconomic goals.

Family Firm Knowledge Integration and Noneconomic Value Creation

Jon C. Carr and J. Kirk Ring

Studies on cohesiveness have been an area of topic in many subjects including sociology and sports
but there are only few studies that explored the predictors of cohesiveness in industries, specifically
in BPO.

Writing the Theoretical Framework

A theory is a conceptual invention used to describe, explain, predict, or understand a
certain phenomenon (cristobal, 2005). A good theory expands vision and guides thinking,
professional practices, and research. A theory is primarily concerned with determining a cause-
effect relationship. It will be used as the basis and support for the results of the study.

Criteria of Theories
1. A theory should be able to explain the observed facts relating to a particular problem.
(Principle of parsimony)
2. A theory should be consistent with observed facts and with the already established body
of knowledge.
3. A theory should provide a means for its verification.
4. A theory should stimulate discoveries and indicate further areas in need of investigation.
Sample format for Theoretical Framework

The theory used in this research is __ (name the theory). It was developed by ___ (identify the
origin, source, or developer of the theory), and it was used to study ____ (identify the topics where
one finds the theory being applied). This theory indicates that ___ (identify the propositions or
hypotheses I the theory). As applied to my study, this theory holds that I would expect my
independent variable(s) _____ (state independent variables) to influence or explain the dependent
variable(s) ___ (state dependent variable(s) because _____ (provide a rationale based on the logic
of the theory).
Example Theories

Maslow’s Hierarchy of Needs

Abraham Harold Maslow proposed a theory that outlined five hierarchical needs which
could also be applied to an organization and its employees’ performance (Hoffman, 1988).
According to Maslow’s theory, one does not feel the second need until the demands of the first
have been satisfied or the third until the second has been satisfied, and so on (Maslow, 1954).
This theory is important to this study as it focuses on explaining the role that hierarchy of needs
conceptualization by an organization serves in suiting interests of employees to that of the
organization goals such as retaining competitive staff in the organization.

Position Theory,

Position theory is an example of marketing theory. In the position theory, it is said that to
maximize sales, a company must position its products or services in the marketplace in such a way
that consumers believe they need a particular product for service or that a product or service they
need has a particular benefit. This technique is also known as creating an image or brand (Ashe-
Edmunds, 2009). This theory will be used as support for the findings of the study in determining
the places that could have potentials in putting up a business.

Writing the Conceptual Framework

A conceptual framework illustrates what you expect to find through your research. It
defines the relevant variables for your study and maps out how they might relate to each other.
You should construct a conceptual framework before you begin collecting data. It is often
represented in a visual format. A conceptual framework represents the researcher’s synthesis
of the literature (literature review) on explaining a phenomenon. (McGaghie, 2001). It maps out
the actions required during the study, given his previous knowledge of other researchers’ point
of view and his observations on the subject of research. The conceptual framework is the
researcher’s understanding of how the variables in his study connect. Thus, it identifies the
variables required in the research investigation. It is the researcher’s “map” in pursuing the
investigation.
The paradigm of the study
Webster (2006) defines a paradigm as a pattern, model, or set of forms that contain
particular elements. It is a scientific imagination of the researcher which is expressed visually
through drawings or sketches. When used in scientific work, the symbols must be specific in
meaning. The usual figures used are regular shapes (rectangles, circles, and squares), lines,
and arrows. Irregular shapes are sometimes used, and there must be an acceptable rationale
for them. The sketch of the paradigm is something like a visual representation of the entire
thesis. A title is needed to summarize the paradigm.
 The common paradigms or models of the study used are:
1. IPO (input-process-output) model. This model is largely used when the research studies
attempt to isolate the factor or major variable that causes the problem, subject, or
phenomenon under investigation. This is usually used in DESCRIPTIVE RESEARCH or
EXPERIMENTAL RESEARCH.
Example:

2. IV-DV (independent variable-dependent variable) model. This is used in experiment-based

studies. The questions raised are higher order and may be factor-relating, situation-
relating, or situation-producing. This is usually used for INFLUENCE, CAUSE-EFFECT,
and IMPACT RESEARCH employing regression analysis.
Example

3. CP (Criterion-predictor) model. This is used when relating and assessing the effects of two
or more variables. Studies that focus on relationships, associations, differences, and
effects will benefit from the model. This is usually used for CORRELATION RESEARCH.
 Example:

4. –P model stands for an additional box. This is used in research studies that propose a
program or any intervention measure. This model fits the situation-producing level of
questioning.
Example 1

Example 2
5. POM (proposed original model). This is used when the researcher is presenting an original
paradigm. the requirements is that it must be scientific.
Example:

Example of Conceptual framework

 The conceptual framework is the researcher’s understanding of how the variables in their
study connect. Thus, it identifies the variables required in the research investigation. It is
the researcher’s “map” in pursuing the investigation.

IT CORE COMPETENCIES AND EMPLOYEE’S JOB PERFORMANCE: A DESCRIPTIVE

CORRELATION STUDY IN SELECTED ORGANIZATIONS IN DAVAO CITY
Writing the Research Questions
Research questions are questions of value, opinions, or policy raised to accumulate
data. The problem should be stated precisely, accurately, and clearly. The problem should be
defined in terms of the data obtained – present general problem statement followed by the
specific problem statements.
 General problem statement – declarative form:
 Specific statements – question form.
A problem statement is the description of an issue currently existing which needs to be
addressed. It provides the context for the research study and generates the questions which
the research aims to answer (Bwisa, 2008). A good research question is essential to guide your
research paper, project, or thesis. It pinpoints exactly what you want to find out and gives your
work a clear focus and purpose. All research questions should be: Focused on a single
problem or issue.
Example of research questions

Suppose we test the effect or influence of one variable (independent) to another variable
(dependent). In that case, we will need to change the title, change the conceptual framework,
and add a research question (RQ7)
Writing the Null Hypothesis
 A null hypothesis is a general statement or default position that there is no relationship
between two measured phenomena or no association among groups (Everitt, 1998).
 Null hypothesis (H0)
o The null hypothesis is a general statement that states that there is no relationship
between two phenomena under consideration or that there is no association
between two groups.
o The null hypothesis states that a population parameter (such as the mean, the
standard deviation, etc.) is equal to a hypothesized value. The null hypothesis is
often an initial claim that is based on previous analyses or specialized
knowledge.
 Alternative Hypothesis (HA)
o An alternative hypothesis is a statement that describes that there is a relationship
between two selected variables in a study.
o The alternative hypothesis states that a population parameter is smaller, greater,
or different from the null hypothesis’s hypothesized value. The alternative
hypothesis is what you might believe to be true or hope to prove true.
Example of the null hypothesis
Assignment
Writing Chapter 1 Introduction
Instruction:
 You will now write Chapter 1 Introduction section of your quantitative research paper,
which is part of the final project.
 After writing the first draft, let your research adviser check it, and if there are revisions,
modify the paper and let the adviser check again your chapter 1
 If there are no revisions, let your adviser sign the recommendation to submit Chapter 1
Introduction. Modify it with your title and name using the format below, and save it in a
short bond paper. Then, submit the pdf version of the file.