The Nature of Inquiry and Research: Practical Research 2 Study Guide

Learning Goals

• After this discussion, students are expected to have the ability to:

  • Describe the characteristics, strengths, and weaknesses of quantitative research.

  • Differentiate kinds of variables according to scales of measure.

  • Contrast different kinds of quantitative research.

Defining Research

• General Definition: Research is a systematic process of collecting, analyzing, and interpreting information in order to increase our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, $2013$).

• Methodological Definition: Research is a systematic and objective creation of knowledge (Creswell, $2013$).

  • Systematic: It works within a specific system or method.

  • Objective: It is unbiased, and all angles are presented.

  • Creative Process: It involves a generative cycle of actions:

    1. Pose a question.

    2. Collect data to answer the question.

    3. Present the answer.

Purposes of Research

• Add to existing knowledge: Expanding the current body of academic or scientific understanding.

• Improve practice: Enhancing the way tasks or professions are executed.

• Inform policies: Providing data-backed evidence for the creation of guidelines or laws.

• Solve problems: Research is intended to solve problems, though it is explicitly noted that it is not for solving "emergencies."

Quantitative vs. Qualitative Research

Based on Fraenkel & Wallen ($2009$), quantitative research is compared to qualitative research across five distinct dimensions:

• Reality: Quantitative research typically assumes a single reality, whereas qualitative research acknowledges multiple realities.

• Goals: Quantitative research focus on establishing relationships and explaining the cause of correlation. Qualitative research focuses on understanding situations from a participant’s perspective.

• Design: Quantitative research utilizes a pre-established design. Qualitative research utilizes an emerging design.

• Researcher Role: In quantitative studies, the researcher is detached. In qualitative studies, the researcher is immersed.

• Application: The purpose of quantitative research is to generalize findings to a larger population. The purpose of qualitative research is to assess the applicability of findings to specific contexts.

Strengths and Weaknesses of Quantitative Research

Strengths

• Precision of numbers: Data is numerical and exact.

• Level of significance: The statistical level of significance can be determined, ensuring that results are not due to chance alone.

• Reduced Bias: The sample is less prone to sampling bias.

• Computable Error: Error values can be specifically calculated (e.g., sampling error).

Weaknesses

• Lack of Depth: Numbers may be inadequate for providing a total picture or a deep analysis of a phenomenon.

• Accuracy Issues: There is less than $100\%$ accuracy in sampling, as well as in the construction and administration of instruments.

• Statistical Assumptions: Modern statistical methods rely on underlying assumptions that may not always hold true.

Addressing Weaknesses

• Implementing rigor in performing quantitative research procedures.

• Combining quantitative data with qualitative analysis, such as using verbatim quotes from subjects (the persons from whom data are collected) to support statistical results.

Variables and Scales of Measure

• Definition: A variable is something that varies and has values. The values of these variables under study constitute the research data.

• Types of Variables:

  • Quantitative vs. Qualitative: Numeric vs. categorical or descriptive.

  • Discrete vs. Continuous: Variables with distinct, separate values vs. variables that can take any value within a range.

Scales of Measure

Variables are classified according to four scales of measure, which build upon each other using four properties (Identity, Magnitude, Equal Intervals, and Absolute Zero):

1. Nominal: Used for identity and categorization (e.g., Gender, Cellphone Brand).

2. Ordinal: Includes identity and magnitude/ranking (e.g., Class rank in the honor roll, Grade level).

3. Interval: Includes identity, magnitude, and equal intervals, but no absolute zero (e.g., Temperature in Celsius).

4. Ratio: Includes all properties: identity, magnitude, equal intervals, and an absolute zero (e.g., Height, Daily Allowance).

Activity Variable Classifications

The following variables were provided for classification:

• 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

• Age

• Grade Level

• Gender

Quantitative Research Designs

$1.$ Descriptive Research

• Definition: Also known as survey research. It aims to describe the facts and characteristics of a given population or area of interest systematically, factually, and accurately.

• Cross-sectional survey: Collects info from a sample representing various groups drawn from a predetermined population.

• Examples:

  • What are the sleeping habits of SHS students in GCST?

  • What factors affected the SHS track choice of SHS students?

$2.$ Correlational Research

• Definition: Aims to describe and measure the degree of association between two or more variables or sets of scores.

• Explanatory Research Design: Determines the extent to which two or more variables co-vary.

• Prediction Research Design: Seeks to identify variables that will predict an outcome or criterion.

• Examples:

  • Does wearing school uniform have any relationship with students’ ability to participate?

  • Is there a relationship between phone brand and Facebook usage among teens?

$3.$ Experimental Research

• Definition: Attempts to influence a particular variable and tests hypotheses regarding cause-and-effect relationships.

• Components:

  • Independent Variable: The variable being manipulated.

  • Dependent Variable: The variable being measured for effects.

• Types of Experiments:

  • True Experiments: Utilizes random assignment ($R$). Notation:

    • Experimental Group (EG): $R \quad O_1 \quad x \quad O_2$

    • Control Group (CG): $R \quad O_1 \quad \quad O_2$

  • Quasi-experiments: Does not utilize random assignment. Notation:

    • Experimental Group (EG): $O_1 \quad x \quad O_2$

    • Control Group (CG): $O_1 \quad \quad O_2$

Exercises and Applications

Identifying Research Designs

Determine the appropriate design for the following topics:

• 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 an innovative product to SHS students.

• Children of single parents and their level of Math anxiety.

Inquiry and Critical Thinking Questions

• How would you define practical research?

• Why is it important for a SHS student to know the process of conducting research?

• Identify research topics relevant to both your personal interests and your specific SHS strand.