DESIGNING INNOVATIVE RESEARCHES FOR ENHANCED AND CONTINUOUS

TITLE OF THE TRAINING PROGRAM

TEACHING IMPROVEMENT (DIRECT) – RESEARCH CONFERENCE

Module No.1, Day 1 & Session No. 4 Session 4: RESEARCH METHODOLOGY (Quantitative)

Duration 1 hour and 30 minutes

Terminal Objectives:
At the end of the session, the participants should be able to:
- Craft a comprehensive research methodology that includes research design,
participants of the study, sampling technique, data gathering procedure, and
data analysis
Objective/s Enabling Objectives:
- choose appropriate quantitative research design;
- describe sampling procedure and the sample;
- plan data collection procedure and data analysis using statistics and hypothesis
testing (if appropriate); and
- present written research methodology.
Objectives

At the end of the session, the participants should be able to:

1. choose appropriate quantitative research design;

2. describe sampling procedure and the sample;
3. plan data collection procedure and data analysis using statistics and hypothesis
Key Contents
testing (if appropriate); and
4. present written research methodology.

Key Concepts

1. Quantitative Research is concerned with numbers, statistics, and the relationships

between events/numbers (Burns, 2018).
2. Quantitative research is the methodology which researchers use to test theories
about people’s attitudes and behaviors based on numerical and statistical evidence.
Researchers sample a large number of users (e.g., through surveys) to indirectly
obtain measurable, bias-free data about users in relevant situations.

3. Variable is the central concept of research. Data is a specific measurement of a

variable – it is the value you record in your data sheet. Data is generally divided into
two categories: Quantitative data represents amounts. Categorical data represents
groupings.
A variable that contains quantitative data is a quantitative variable; a variable that
contains categorical data is a categorical variable. Each of these types of variables can
be broken down into further types.
Categorical variables represent groupings of some kind. They are sometimes recorded
as numbers, but the numbers represent categories rather than actual amounts of
things.
There are three types of categorical variables: binary, nominal, and ordinal variables.
When you collect quantitative data, the numbers you record represent real amounts
that can be added, subtracted, divided, etc. There are two types of quantitative
variables: discrete and continuous (Bevans, 2019).

4. What is a Descriptive Quantitative Research Design?

This type of quantitative research design is appropriate if you intend to measure
variables and perhaps establish associations between variables. However, descriptive
research cannot establish causal relationships between variables.

Descriptive research is also referred to as “observational studies” because your role is

strictly that of an observer. The following are some of the types of descriptive studies
you might engage in when writing your dissertation:

Case or case study. This is a fairly simple form of descriptive research, which involves
the collection of data from only one research subject.
Case series: If the researcher evaluates data from a few research subjects, the study is
called a “case series.”
Cross-sectional study. In a cross-sectional study, researchers analyze variables in
their sample of subjects. Then, they establish the non-causal relationships between
them.
Prospective study. Also called a cohort or longitudinal study, this involves analyzing
some variables at the beginning of the study. Then, researchers conduct further
analyses on outcomes at the conclusion of the study. These studies may take place
over a long period of time (e.g. researchers analyzing individuals’ diet habits and then
determining incidences of heart disease after 30 years).
Case-control study. Researchers can compare cases or subjects with a certain
attribute to cases that lack that attribute (the controls). These are also called
retrospective studies. Because the role of the researcher is solely observational, they
will often not develop a hypothesis beforehand. Rather, the descriptive researcher
develops the hypothesis after collecting the data and analyzing it (Bevans, 2019).

5. What is a Correlational Quantitative Research Design?

Because it likewise makes no attempt to influence the variables, correlational research
is very similar to descriptive research. Also, like descriptive research, the researcher
conducting a correlational study measure or evaluates the variables involved. The
difference between descriptive and correlational studies is that a correlational study
seeks to understand the relationship between the variables (Bevans, 2019).

A correlational study can also establish whether this relationship has a positive or
negative direction. A positive correlation means that both variables move in the same
direction, whereas a negative correlation means that the variables move in opposite
directions. For example, a positive correlation might be expressed as follows: “As a
person lifts more weights, they grow greater muscle mass.” A negative correlation,
meanwhile, might be expressed as follows: “As a waiter drops more trays, their tips
decrease.”
6. What is a Quasi-Experimental Quantitative Research Design?
In a quasi-experimental quantitative research design, the researcher attempts to
establish a cause-effect relationship from one variable to another. For example, a
researcher may determine that high school students who study for an hour every day
are more likely to earn high grades on their tests. To develop this finding, the
researcher would first measure the length of time that the participants study each day
(variable one) and then their test scores (variable two).

In this study, one of the variables is independent, and the other is dependent. The
value of the independent variable is not influenced by the other variables; the value of
the dependent variable, however, is wholly dependent on changes in the independent
variable. In the example above, the length of study time is the independent variable,
and the test scores are the dependent variable.

A quasi-experimental study is not a true experimental study because it does not assign
study participants to groups randomly. Rather, it assigns them to groups specifically
because they have a certain attribute or they meet non-random criteria. Control groups
are not strictly mandatory, although researchers still often use them (Bevans, 2019).

7. What is an Experimental Quantitative Research Design?

Experimental quantitative research design utilizes the scientific approach. It
establishes procedures that allow the researcher to test a hypothesis and
systematically and scientifically study causal relationships among variables.

All experimental quantitative research studies include three basic steps. First, the
researcher measures the variables. Next, the researcher influences or intervenes with
the variables in some way. Finally, the researcher measures the variables again to
ascertain how the intervention affected the variables (Bevans, 2019).

8. An experimental quantitative study has the following characteristics:

  The nature and relationship of the variables
 A specific hypothesis that can be tested
 Subjects assigned to groups based on pre-determined criteria
 Experimental treatments that change the independent variable
 Measurements of the dependent variable before and after the independent
variable changes
A scientific experiment may use a completely randomized design in which each
study participant is assigned randomly to a group. Alternatively, it may use the
randomized block design in which study participants who share a certain attribute are
grouped together. In either case, the participants are randomly given treatments within
their groups (Tadakaluru, 2021).

9. Sampling - is the process of selecting a group of individuals from a population to

study them and characterize the population as a whole. The population includes all
members from a specified group, all possible outcomes or measurements that are of
interest. The exact population will depend on the scope of the study. The sample
consists of some observations drawn from the population, so a part of a subset of the
population. The sample is the group of elements who participated in the study
(Tadakaluru, 2021).

10. Different types of Sampling techniques:

There are several different sampling techniques available, and they can be subdivided
into two groups-
1. Probability sampling involves random selection, allowing you to make statistical
inferences about the whole group.
There are four types of probability sampling techniques:
a. Simple random sampling
b. Cluster sampling
c. Systematic sampling
d. Stratified random sampling
2. Non-probability sampling involves non-random selection based on convenience or
other criteria, allowing you to easily collect initial data. There are four types of non-
probability sampling techniques.
a. Convenience sampling
b. Judgmental or purposive sampling
c. Snowball sampling
d. Quota sampling
11. What is Inferential Statistics? Inferential statistics helps to develop a good
understanding of the population data by analyzing the samples obtained from it. It
helps in making generalizations about the population by using various analytical tests
and tools. In order to pick out random samples that will represent the population
accurately many sampling techniques are used. Some of the important methods are
simple random sampling, stratified sampling, cluster sampling, and systematic
sampling techniques.

13. Inferential Statistics Definition

Inferential statistics can be defined as a field of statistics that uses analytical tools for
drawing conclusions about a population by examining random samples. The goal of
inferential statistics is to make generalizations about a population. In inferential
statistics, a statistic is taken from the sample data (e.g., the sample mean) that used to
make inferences about the population parameter (e.g., the population mean).
14. Common Types of Inferential Statistics used in Action Research. Inferential
statistics can be classified into hypothesis testing and regression analysis. Hypothesis
testing also includes the use of confidence intervals to test the parameters of a
population. Given below are the different types of inferential statistics.
15. Hypothesis Testing

Hypothesis testing is a type of inferential statistics that is used to test assumptions and
draw conclusions about the population from the available sample data. It involves
setting up a null hypothesis and an alternative hypothesis followed by conducting a
statistical test of significance. A conclusion is drawn based on the value of the test
statistic, the critical value, and the confidence intervals. A hypothesis test can be left-
tailed, right-tailed, and two-tailed. Given below are certain important hypothesis tests
that are used in inferential statistics.
Z Test: A z test is used on data that follows a normal distribution and has a sample
size greater than or equal to 30. It is used to test if the means of the sample and
population are equal when the population variance is known.
T Test: A t test is used when the data follows a student t distribution and the sample
size is lesser than 30. It is used to compare the sample and population mean when the
population variance is unknown.
F Test: An f test is used to check if there is a difference between the variances of two
samples or populations.

Confidence Interval: A confidence interval helps in estimating the parameters of a

population. For example, a 95% confidence interval indicates that if a test is conducted
100 times with new samples under the same conditions then the estimate can be
expected to lie within the given interval 95 times. Furthermore, a confidence interval is
also useful in calculating the critical value in hypothesis testing.

Apart from these tests, other tests used in inferential statistics are the ANOVA test,
 Wilcoxon signed-rank test, Mann-Whitney U test, Kruskal-Wallis H test, etc.
Regression Analysis -
1. Regression analysis is used to quantify how one variable will change with
respect to another variable. There are many types of regressions
available such as simple linear, multiple linear, nominal, logistic, and
ordinal regression. The most commonly used regression in inferential
statistics is linear regression. Linear regression checks the effect of a unit
change of the independent variable in the dependent variable
(Tadakaluru, 2021).
- Research Manuscript
a. Research Design
b. Participants of the Study
Output
c. Sampling Technique
d. Data Gathering Procedure
e. Research Design
- Bevans, F. (2019). Quantitative Research Design Methods for Writing
Dissertations. Grand Canyon University, Arizona, April 20, 2019.

- DO 16, S. 2017 – RESEARCH MANAGEMENT GUIDELINES

References
- Tadakaluru, S. (2021). Introduction to Sampling Techniques | Different
Sampling Types and Techniques, Data Science and Business Analytics, MN:
Great Learning Publishing.

OBJECTIVE:
MATERIALS &
The participants KEY LEARNING POINTS METHODOLOGY/ACTIVITY OUTPUT TIME ALLOTMENT
SLIDE NO.
should be able to:

At the end of the session, the participants Note to the facilitator: Show Activity Sheets, 10 mins.
should be able to: Slide 1: Training Title PPT
Presentation,
 choose appropriate quantitative Introduce the session by Projector
research design; saying: “Good morning/afternoon
 describe sampling procedure and the everyone. How are you? I hope
 sample; everyone is well, safe and healthy.
 plan data collection procedure and Welcome to Session 3 of
data analysis using statistics and DIRECT-Designing Innovative
hypothesis testing (if appropriate); Researches for Enhanced and
and Continuous Teaching
 present written research Improvement. (Slide 2) Our topic
methodology. for today is Research
Methodology and Data Analysis
Plan (Quantitative). (Slide 2) This
session will help us deepen our
understanding on research
variables, data gathering,
sampling technique and research
design that will enable us to
comprehensive craft our research
Identify different methodology for our action and
research variables and basic researches.
their relevance in
writing the manuscript Before we start, let us take note
on research of the following session
methodology objectives (Slide 3).

At the end of the session, the

participants should be able to:

choose appropriate quantitative

research design;
describe sampling procedure and
the sample;
plan data collection procedure and
data analysis using statistics and
hypothesis
testing (if appropriate), and
present written research
methodology

Introduction

Say: This session focuses on

the methodology and research
design used by researchers in
conducting a study using
quantitative research designs that
includes use to test theories about
people’s attitudes and behaviors
based on numerical and statistical
evidence. We will also discuss
about variables which the central
concept of research; identifying
our participants using sampling
techniques; and write sample
research methodology that
includes research design,
respondents, data gathering
procedure, data analysis plan, and
ethical issues. Are you ready to
journey with me on Quantitative
Research?

Let’s start discussing the central

concept of research which is the
variables. (Slide 4). Quantitative
Research is concerned with
numbers, statistics, and the
relationships between
events/numbers (Burns, 2018).
Variable is the central concept of
research. Data is a specific
measurement of a variable – it is
the value you record in your data
sheet. Data is generally divided
into two categories: Quantitative
data represents amounts.
Categorical data represents
groupings.
A variable that contains
quantitative data is a quantitative
variable; a variable that contains
categorical data is a categorical
variable. Each of these types of
variable can be broken down into
further types.
(Slide 5) Categorical variables
represent groupings of some kind.
 They are sometimes recorded as
numbers, but the numbers
represent categories rather than
actual amounts of things.
There are three types of
categorical variables: binary,
nominal, and ordinal variables.
When you collect quantitative
data, the numbers you record
represent real amounts that can
be added, subtracted, divided, etc.
There are two types of
quantitative variables: discrete
and continuous (Bevans, 2019).
(Slide 6)
Activity 1: Let us have our first
Activity, Distinguishing Dependent
and Independent Variables (Slide
7-8)

The cause variable or the one

responsible for the conditions that
act on something else to bring
about changes is the Independent
Variable.
Dependent Variable also called
outcome variable is the result or
effect of the changes brought
about by another variable (usually
independent variable)

(Slide 15) The quasi-experimental

design, specifically the pretest and
posttest control group design will 15 mins.
be used in this action research. In
this design, the researcher
intentionally controls and
manipulate certain treatments and
observed how the condition of the
subject is affected or changed.
- List down the Sample Activity Sheets/ 15 mins.
elements in Both group A and B will take the Research Sample
writing pretest then, group A will be Methodology Research
methodology. exposed to the Facebook as a Methodology in
Choose Digital Platform Learners’ the Slides
appropriate Enhancement Activity while group
research design B will be exposed to the Printed
based on the Modular learning modality.
chosen research
Topic/Problem Say: What do you think are the
important details that we should
include in writing the research
design of our study?

• State the design – back-up with

literature

• State the nature of gathering

the data - make justification why
the chosen design is the most
applicable. Cite also the author of
the information that you have
cited.

(Slide 16)
Say: Here’s another example of
Sample Research Design
(Paragraph form). Let us analyze
this one.
This action research will employ
experimental research method
which will utilize the one- group
pretest-post-test design to
determine the effect of crossover
blended learning on the
performance of learners in
Thermodynamics.
A one-group pretest–posttest
design is a type of research
design that is most often utilized
by behavioral researchers to
determine the effect of a treatment
 or intervention on a given sample.

(Slide 17)
SAMPLING TECHNIQUES

Say: In the event of lack of

knowledge about the behavior of
the population, the Slovin's 40 mins.
Formula may be applied. PowerPoint
Presentation,
n = N/( 1 + Ne2 ) LCD projector

Where: N = population size

e = error balance.
Note: Let the participants solve
- Identify the the given problem in finding
appropriate sample using Sloven’s Formula.
Sampling (Slide 18-19)
Technique on the 1. Probability Sampling.
chosen research Probability sampling involves
problem random selection, allowing you to
make statistical inferences about
the whole group.
There are four types of probability
sampling techniques:
a. Simple random sampling
b. Cluster sampling
c. Systematic sampling
d. Stratified random sampling
(Slide 20-21) Non-probability
Sampling
Non-probability sampling involves
non-random selection based on
convenience or other criteria,
allowing you to easily collect initial
data. There are four types of Non-
probability sampling techniques.
a. Convenience
sampling
b. Judgmental or
purposive sampling
 c. Snowball
sampling
d. Quota sampling
Examples are through using
reading materials at varying
readability levels; using reading
buddies; and meeting with small
groups to re-teach an idea or skill
for struggling learners, or to
extend the thinking or skills of
advanced learners.

(Slide 22)
Say: Now that we have already an
idea how to determine
participants, let us now move on
in learning how to write our
participants of the study in the
research manuscript.
Let us remember these important
points:
 Indicate HOW MANY and
WHY those participants
are to be chosen in your
study.
 PRIMARY DATA
SOURCES – data is direct
from the source or
participants (Form 138,
performances, surveys)
 SECONDARY DATA
SOURCES – textbooks or
articles written by those
who are not first-hand
witnesses.
(Slide 23)
Say: Here is the sample of writing
the participants and other sources
of data in our research
manuscript:
The participants of the
study will be the forty-four
(44) Grade 12 learners of
SPED High School in the
Division of Cadiz City
enrolled for school year
2020-2021. The forty-four
(44) learners came from
Grade 12 HUMSS A and
B out of 212 learners.
Section A is composed of
4 males and 19 females,
while Section B is
composed of 3 males and
PowerPoint
18 females.
Presentation,
They are purposively LCD projector
selected for the
experimental based on
their grade 11 physical
Education average.
Say: Again, can you tell me what
are the important details that must
be included in writing our
Participants and Sources of Data?
Indicate how many and why those
participants are to be chosen in
your study.
PRIMARY DATA SOURCES –
data is direct from the source or
participants (Form 138,
performances, surveys)
SECONDARY DATA SOURCES –
textbooks or articles written by
those who are not first-hand
witnesses.
Say: Very Good. You are doing
well!

(Slide 24) Data Gathering

Procedure
Say: Now Let us proceed to the
next part of research methodology
in our manuscript. This is the data
gathering procedure that includes
the following details:
 Letter of Consent and
Permission to conduct the
study
 Methods of Data
Collection (Survey,
Pretest-Post Tests, etc.)
 HOW and When the
test/survey be conducted.
 Briefly explain your Action
Research Instrument
including validity and
reliability (if applicable)

Now I want you to study this

sample paragraph stating the
data gathering procedure of
one of the sample conducted
study.
The main instrument used in the
study will be the researcher made
test which is a multiple-choice
type of test which will cover the
selected competencies of Physical
Education Core subject for Senior
High School learner.
The learners will upload their
different performance activities in
a video clips type based on the
given topics or learning
competencies.
Ask the participants: Do you
think all the needed elements
were included based on our
discussion? If yes, can you recall
the elements that should be
included in writing the Data
Gathering Procedure?

(Slide 26-27) Common

Inferential Statistics used in
Action and Basic Researches

Say: What is Inferential Statistics?

Inferential statistics helps to
develop a good understanding of
the population data by analyzing
the samples obtained from it. It
helps in making generalizations
about the population by using
various analytical tests and tools.
In order to pick out random
samples that will represent the
population accurately many
sampling techniques are used.
Some of the important methods
are simple random sampling,
stratified sampling, cluster
sampling, and systematic
sampling techniques.
Ask the participants: What do
you think are the Common Types
of Inferential Statistics used in
Action Research? Inferential
statistics can be classified into
hypothesis testing and regression
analysis. Hypothesis testing also
includes the use of confidence
intervals to test the parameters of
a population. Given below are the
different types of inferential
statistics.
Parametric statistical -These
include satisfying conditions for
the randomness and size of a
sample.
Non-parametric statistical - These
are often called “distribution-free
tests” since they do not assume
an underlying distribution.
Take note of the following:
Z Test: A z test is used on data
that follows a normal distribution
and has a sample size greater
than or equal to 30. It is used to
test if the means of the sample
and population are equal when the
population variance is known.
T Test: A t test is used when the
data follows a student t distribution
and the sample size is lesser than
30. It is used to compare the
sample and population mean
when the population variance is
unknown.
F Test: An f test is used to check
if there is a difference between the
variances of two samples or
populations.
Confidence Interval: A
confidence interval helps in
estimating the parameters of a
population. For example, a 95%
confidence interval indicates that if
a test is conducted 100 times with
new samples under the same
conditions then the estimate can
 be expected to lie within the given
interval 95 times. Furthermore, a
confidence interval is also useful
in calculating the critical value in
hypothesis testing.
Apart from these tests, other tests
used in inferential statistics are the
ANOVA test, Wilcoxon signed-
rank test, Mann-Whitney U test,
Kruskal-Wallis H test, etc.
Regression analysis is used to
quantify how one variable will
change with respect to another
variable. There are many types of
- List down the regressions available such as
elements in simple linear, multiple linear,
writing research nominal, logistic, and ordinal
analysis plan. regression. The most commonly
Select used regression in inferential
appropriate statistics is linear regression.
analysis Linear regression checks the
technique for the effect of a unit change of the
chosen independent variable in the
topic/problem dependent variable. Sample 10 mins
(Slide 28) Manuscript of
How to write your Data Analysis Data Analysis
Procedure in Research Plan
Manuscript?

 The data analysis plan

must coincide with the
research questions.
Example:
In processing the data, the
researcher will utilized the
following descriptive and
inferential statistics as set forth in
the statement of the problem.
It was analyzed to establish the
extent to which the research
questions best addressed. The
following statistical tools was used
to arrive to the computation of the
results:
1. To answer the level of
acceptability of the Digital Home-
Based Experiment Guides for
Grade 10 students as evaluated
by the Learning Resource
Evaluators with respect to content
quality, instructional quality,
technical quality and other
findings, the standardized tool
used by the Department of
Education in evaluating Teacher
developed Printed Learning
materials in the Learning
Resource Management and
Development System will be
utilized.
[Link] determine the level of
problem solving skills of Grade 10
pupils of Caduha-an National High
School before the intervention
mean and standard deviation will
be used.
[Link] determine the level of
problem solving skills of Grade 10
pupils of Caduha-an National High
School after the intervention
mean and standard deviation will
be employed.
[Link] assess the significant
difference between the level of
vocabulary skills of Grade VI
pupils of problem solving skills of
Grade 10 pupils of Caduha-an
National High School before and
after the intervention is applied,
Kruskal Wallis Test will be utilized.
Ask: Can you now enumerate the
elements in crafting research
methodology/research methods?
How can you identify the
appropriate design applicable to
your study? What will be your
sampling method or technique?
What will be your analysis plan
look like?

(Slides 31) Activity No. 2: Writing

Research Methodology. Let the
group revisit the outputs that they
have accomplish in previous
sessions. It is given that the
participants already have their
chosen title and already crafted
their research questions or
statement of the problem.
Say: Based from the things that
you have learned from this
session write your research
methodology that includes
research design, participants of
the study, data gathering
procedure, and data analysis plan.
Align it to the research title and
research problems that you have
crafted during the previous
 sessions.
Note: Presentation of outputs will
be conducted in a separate
session, participants are expected
to present their complete research
outputs (entire research proposal).

Abstraction

Say: Quantitative research is the

methodology which researchers
use to test theories about people’s
attitudes and behaviors based on
numerical and statistical evidence.
The design includes descriptive,
correlational, quasi-experimental,
experimental, etc.

Closure:

Say: Let me end this session with

the quotation. (Slide 32)

TOTAL 90 mins.

Prepared by:

JOVEL J. OBERIO
Assistant School Principal Designate
Caduha-an National High School