Name of Learner: Date:

Subjet, Grade & Section: Score

:

Content Standard: The learners demonstrate understanding of the importance of quantitative research
across fields
Performance Standard: The learners should be able to decide on suitable quantitative research in different
areas of interest
MELC: Illustrates the importance of quantitative research across fields
Code: CS_RS12-Ia-c-2
Duration: 4 Hours (Week 2)

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS FIELDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing

the letter of the correct answers in the space provided in column A from among the choices I
column
B. Identify what discipline the given research title is related.

COLUMN COLUMN
A B
1. What Effect do Punitive Behavioral
Control
Statements have on Classroom? A. QUANTI & ANTHROPOLOGY
2. The Relationship between the Mushrooming
of Fast Food Chains and Obesity of B. QUANTI &
Children in Kuopo, Eastern England. COMMUNICATION
3. Effect of Tourism to the Cultural System
of C. QUANTI & SPORTS MED.
Villagers in Southern Cordillera.
4. Factors Affecting Quality of Medical
Education in Saint Louis University. D. QUANTI & MEDICAL ED.
5. Relationship of Verbally Aggressive
Behavior E. QUANTI & BEHAVIORAL SCI.
to the Physical Aggression of a Person.
6. Factors Affecting Crime Rates in Burgos, F. QUANTI & EDUCATION
La
Union. G. QUANTI & PSYCHOLOGY
7. Video Integration in Teaching Science in
Grade 12 of Upper Tumapoc National
H. QUANTI & ABM
High School.
8. Communicative Behaviors Associated in
Different Stages of a Romantic Relationship. I. QUANTI & STEM
9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years.
10. Relationship of Physical Activity to the
Amount of Adipose Tissue and
Endurance Fitness of Children Aged 15

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 – 22 in Burgos, La Union.

II. ESSAY. Discuss briefly, what is ask below.

1. How quantitative research related or important to different field of discipline?

2. Choose two disciplines enumerated above (column B) and explain how quantitative
research was used on it.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in order to improve or
enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing
things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often used
because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and attention. Then, only the
faculty in higher education has so much interest and conduct researchers, but now even the teachers in the
basic education are engrossed in researches and devote time and effort in conducting researches to improve
educational practices that may lead to more quality learning of the students. Many teachers do action
researches because there is a serious need to identify the problems of the deteriorating quality of education.
By doing so, they can address systematically and make educational decisions regarding the problems met.
Innovative teaching strategies are product of research.
In the natural and social sciences, quantitative research is the systematic, empirical investigation of
observable phenomena via statistical, mathematical or computational techniques. The objective of
quantitative research is to develop and employ mathematical models, theories and/or hypotheses
pertaining to phenomena. The process of measurement is central to quantitative research because it
provides the fundamental connection between empirical observation and mathematical expression of
quantitative relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use quantitative research
designs like descriptive, pre-experimental, quasi-experimental, true-experiment, case study, among others.

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QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and
MANAGEMENT (ABM)
Researches can help design a new product or service, figuring out what is needed and ensure the
development of product is highly targeted towards demand. Businessmen can also utilize research results to
guarantee sufficient distribution of their products and decide where they need to increase their product
distribution. Conducting researches can also help a business determine whether now is the proper time to
open another branch or whether it needs to apply for a new loan. It may also help a small business decide if a
procedure or strategy should be change to meet the requirements of the customer base. Research is important for
any organization to remain in the market. The primary function of research in ABM is to correctly determine
its customers and their preferences, establish the enterprise in the most feasible location, deliver quality goods and
services, analyze what the competitors are doing and find ways on how to continuously satisfy the growing and
varied needs of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and quantitative research data. It is
concerned with exploring connections simultaneously, amidst cultural differences, alternatives and identity.
In the contemporary academic, socio-cultural and political climate these concepts have immense symbolic
overtones.
Quantitative research is use in Anthropology in many aspects. Like, true experiments may use in
studying people provided that you follow certain steps (Bernard, 2004). This is to look into the Effects of
an intervention in ethnic behavior of a group. In here, you need at least two groups, called the treatment
group and the control group. On group gets the intervention and the other group don’t. Next, individuals
may be randomly assigned, either to the intervention group or to the control group to ensure that the
groups are equivalent. Then, the groups are measured on one or more dependent variables; this is called the
pre-test. After which, the intervention is introduced. Lastly, the dependent variables are measured again.
This is the post test.
True in experiments with people in laboratory are also common. Laboratory experiments often produce
results that beg to be tested in the natural world by Anthropologists. Aaron and Mills (1959, as cited by
Bernard, 2004) demonstrated in a lab experiment that people who go through severe initiation to a group
tend to be more positive toward the group than are people who go through a mild initiation. They
reasoned that people who go through tough initiation rites put a lot of personal investments into getting into
the group. Later, if people see evidence that the group is not what they thought it would be, they are
reluctant to admit the fact because of the investments.
In Field, Janet Schofield and her colleagues did a 3-year ethnographic study in middle school.
During the first year, they noticed that African-American and while children seemed to react differently to
“mildly aggressive acts’ – things like bumping in the hallway, poking one another in the classroom, asking
for food, or using another student’s pencil without permission. There appeared to be no event of racial
conflict in the school, but during interviews while students were more likely to report being intimidated by
their African-American peers than vice versa (Sagar & Schofield, 1980, as cited by Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular communication
phenomenon might generalize to a larger population. For example, researchers can advance questions like
“What Effect do punitive behavioral control statements have on a classroom? What communicative
behaviors are associated with different stages in romantic relationships? What communicative behaviors
are used to respond to co-workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009)

QUANTITATIVE RESEARCH and SPORTS MEDICINE

Quantitative research is used to analyze how sports may be used as an alternative way of
medicating an illness. An example is the research done by University of Eastern Finland which investigated

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 the relationship between mushrooming of fast food chains and obesity, as well as the intervention needed to
prevent children’s obesity from reaching serious proportions. The research focused on the children’s
physical activity and physical inactivity and the concomitant impact on the children’s amount of adipose
tissue (fat mass) and the endurance fitness. The study is used to analyze certain the effect of physical
activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly observational research based
on surveys or correlational studies. The designs test interventions like curriculum, teaching-learning process, or
assessment with an experimental group. Either a comparison or controlled group learners may allow
researchers to overcome validity concerns and infer potential cause-effect generalizations. Researchers are
using to cope with the emerging trends in recent times.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how one behavior exhibited by
people is related to other types of behavior. Examples are verbally aggressive behaviors related to physical
aggression – that is, when a person has a level of verbally aggressive behavior, does he or she tend to
be physically aggressive? Are certain supervisor communication skills related to the emotional
experiences of employees?
Questions of difference explore how patterns of behavior or perceptions might differ from one
group or type of a person to another: Do people with disabilities experience emotional labor differently
from those without disabilities? Do women perceive talkativeness (or lack of it) differently form men? Do
communication styles differ from one culture to the next? (Alle, Titsworth, Hunt, 2009).
When quantitative researchers explore questions of differences or questions of relationships, they
do so in an attempt to uncover certain patterns of behavior. If the researcher discovers that a certain
relationship exists in sample that she or he has drawn form the population, she/he is then in a position to
draw generalizations about patterns expected of human behavior.

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems. Suppose a researcher has
invented a technique for improving reading comprehension among third graders. She/he selects two third
grade classes in a school district. One of them gets the intervention and the other doesn’t. Students are
measured before and after the intervention to see whether their reading scores improve. This design
contains many of the elements of true experiment, but the participants are not assigned randomly to the
treatment and control groups.
QUANTITATIVE RESEARCH and PSYCHOLOGY
Mertens (2005) says that the dominant paradigms that guided early psychological research were positivism
and its successor, post positivism. Positivism is based on rationalistic, empiricist philosophy that originated with
Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. the underlying assumptions of
positivism include the belief that the social world can be studied in the same way as the natural world, that
there is a method for studying the social world that is value-free, and that explanations of a causal nature can
be provided.

QUANTIATIVE RESEARCH in SCIENCE, TECHNOLOGY, ENGINEERING, and

MATHEMATICS
Medical practitioners, for example, conduct researches to obtain significant information about
diseases trends and risk factors, results of various health interventions, patterns of care and health care cost
and use. The different approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in different populations and

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various institutions. It is also necessary in evaluating experiences in clinical practice in order to develop
mechanisms for best practices and to ensure high quality patient care. Researchers in these fields
ultimately aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing designs which are
creatively beautiful and at the same time give more convenience and efficiency as they utilize modern
technology to adapt to the ever-changing society. New materials and procedures may be developed so as to
further strengthen the structural materials than can withstand various calamities and disasters.

POST_TEST. This serves as your summative test. Answer the questions below following the
instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields and explain how
quantitative research is interconnected with it.
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II. CONCEPT MAP. Complete the concept map presented below. You add figures so long as
you will use your creativity using the figures given. Present the importance of quantitative research
to different fields. Maximize the space below.

QUANTITATIVE
RESEARCH

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 Name of Learner: Date:
Subject, Grade & Section: Score
:

Content Standard: The learners demonstrate understanding of the nature of variables

Performance Standard: The learners should be able to decide on suitable quantitative research in different
areas of interest
MELC: Differentiates kinds of variables and their uses
Code: CS_RS12-Ia-c-3
Duration: 4 Hours (Week 2)

KINDS OF VARIABLES AND THEIR USES

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. IDENTIFICATION. Identify what is being asked in each number. Write your answer after the
statement. Choose your answer from the box below.

 VARIABLE  DEPENDENT  INDEPENDENT

 CONTROL  CONTINUOUS  INTERVENING
 CONFOUNDING  INTERVAL  NOMINAL
 ORDINAL  RATIO  ABSTRACT

1. It refers to the characteristics that have two or more mutually exclusive values or properties.

2. Variables that represent categories that cannot be ordered in any particular way.

3. Special kind of independent variables that are measured in a study because they potentially
influence the dependent variable.
4. Variables that have values that lie along an evenly dispersed range of numbers when there is an
absolute zero, as opposed to net worth, which can have a negative debt-to-income ratio-level
variable.
5. Kind of variable that are not actually measured or observed in a study. They exist but their
influence cannot be directly detected in a study.

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 6. It “stands between” the independent and dependent variables, and they show the effects of the
independent variable on the dependent variable.
7. Variables that represent categories that can be ordered from greatest to smallest.

8. Kind of variable that probably cause, influence, or effect outcomes. They are variably called
treatment, manipulated, antecedent or predictor variables.
9. Variables that depend on independent variables; they are the outcomes or results of the influence of
the independent variable.
10. Variables that have values that lie along an evenly dispersed range of numbers.

II. DETERMINATION. Determine if what type of variable are the following. Write I if the variable
is Interval, N if Nominal, R if Ratio and O if Ordinal.

1. Military Title
2. Temperature in degree Celsius
3. Birthplace
4. Year Level
5. Favorite Type of Music
6. Clothing such as hat, shirt, shoes
7. A score in 5- item quiz in Math
8. Feeling for today
9. Means of Transportation
10. How internet is used at home
11. Freshman, Sophomore
12. Person’s net worth
13. Male or female
14. 1, 2, 3, 4, 5
15. Political Affiliation

THE VARIABLES IN RESEARCH

The term ‘variable’ has been mentioned several times so that it is necessary to define it here. In
research, a variable refers to a “characteristics that has two or more mutually exclusive values or
properties” (Sevilla and Other, 1988). Sex, for instance, has two properties which are maleness and
femaleness. The ages of different persons have different values; so with their size, height, weight and
income. The phenomenon of variety is what makes life interesting; it is one of the motivating factors of the
research undertaking.
The root word of the word variable is “vary” or simply “can change”. These variables are among
the fundamental concepts of research, alongside with measurement, validity, reliability, cause and effect; and
theory. Bernard (1994) defines a variable as something that can take more than one value, and values can
be words or numbers.
A variable specifically refers to characteristics, or attribute of an individual or an organization that
can be measured or observed and that varies among the people or organization being studied (Creswell,
2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)

1. CONTINUOUS VARIABLES – A variable that can take infinite number on the value that
can occur within the population. Its values can be divided into fractions. Examples of this type
of variable include age, height, and temperature. Continuous variables can be further categorized as:

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 a. INTERVAL VARIABLES – It have values that lie along an evenly dispersed range of
numbers. It is a measurement where the difference between two values does have meaning.
Examples of interval data include temperature, a person’s net worth (how much money you have
when you subtract your debt from your assets), etc. In temperature, this may illustrate as the
difference between a temperature of 60 degrees and 50 degrees is the same as difference between
30 degrees and 20 degrees. The interval between values makes sense and can be interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly dispersed range of
numbers when there is absolute zero. It possesses the properties of interval variable and has a clear
definition of zero, indication that there is none of that variable. Examples of which are height, weight,
and distance. Most scores stemming from response to survey items are ratio-level values because they
typically cannot go below zero. Temperature measured in degrees Celsius and degrees Fahrenheit
is not a ratio variable because 0 under these temperatures scales does not mean no temperature at all.

2. DISCRETE VARIABLES – This is also known as categorical or classificatory variable.

This is any variable that has limited number of distinct values and which cannot be divided into
fractions like sex, blood group, and number of children in family. Discrete variable may also
categorized into:
a. NOMINAL VARIABLE – It represent categories that cannot be ordered in any
particular way. It is a variable with no quantitative value. It has two or more categories but does
not imply ordering of cases. Common examples of this variable include eye color, business type,
religion, biological sex, political affiliation, basketball fan affiliation, etc. A sub-type of nominal scale with
only two categories just like sex is known as dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered from greatest to
smallest. This variable has two or more categories which can be ranked. Examples of ordinal variable
include education level, income brackets, etc. An illustration of this is, if you asked people if they
liked listening to music while studying and they could answer either “NOT VERY MUCH”,
“MUCH”, “VERY MUCH” then you have an ordinal variable. While you can rank them, we
cannot place a value to them. In this type, distances between attributes do not have any meaning. For
example, you used educational attainment as a variable on survey, you might code elementary school
graduates = 1, high graduates = 2, college undergraduate =3, and college graduate = 4. In this
measure, higher number means greater education. Even though we can rank these from lowest to
highest, the spacing between the values may not be the same across the levels of the variables. The
distance between 3 and 4 is not the same with the distance between 1 and 2.

KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of variables:

1. INDEPENDENT VARIABLES – Those that probably cause, influence, or affect

outcomes. They are invariably called treatment, manipulated, antecedent or predictor variables.
This is the cause variable or the one responsible for the conditions that act on something else to
bring about changes.
EXAMPLE: A study is on the relationship of study habits and academic performance of
UTNHS senior high school students. STUDY HABITS is the independent variable because it
influenced the outcome or the performance of the students.

2. DEPENDENT VARIABLES – those that depend on the independent variables; they are the
outcomes or results of the influence of the independent variable. That is why it is also called
outcome variable.
EXAMPLE: A study is on the relationship of study habits and academic performance of
UTNHS senior high school students. ACADEMIC PERFORMANCE is the dependent
variable because it is depending on the study habits of the students; if the students change their

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 study habit the academic performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that “stand between” the

independent and dependent variables, and they show the effects of the independent variable on the
dependent variable.
EXAMPLE: Consider the given below. Even if farm production is good, if the attitude
towards payment is negative, loan repayment would be low, whereas, if the attitude towards
repayment is positive or favorable, loan repayment would be high.

FARM PRODUCTION ATTITUDE TOWARDS

LOAN REPAYMENT
REPAYMENT

DV IV DV
4. CONTROL VARIABLES – A special types of independent variables that are measured in
the study because they potentially influence the dependent variable. Researchers use statistical
procedures (e.g. analysis of covariance) to control these variables. They may be demographic or
personal variables that need to be “controlled” so that the true influence of the independent
variable on the dependent variable can be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually measured or observed in a

study. They exist but their influence cannot be directly detected in a study. Researchers comment on
the influence of confounding variables after the study has been completed, because these variables
may have operated to explain the relationship between the independent variables and dependent
variable, but they were not or could not be easily assessed.

POST_TEST. This serves as your summative test. Answer the questions below following
the instruction given in each test.

I. Identification. Identify the variables and the constant in each title of study presented below.
Determine the independent and dependent variable; then determine whether discrete or continuous
variable.
FOR EXAMPLE: A study on the relationship of study habits and academic performance of BSU
college students.

CONSTANT VARIABLES
DISCRETE/ DISCRETE/
INDEPENDENT DEPENDENT
CONTINOUS CONTINOUS

BSU ACADEMIC
COLLEGE STUDY HABITS DISCRETE DISCRETE
STUDENTS PERFORMANCE

DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME.

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 CONSTANT VARIABLES
DISCRETE/ DISCRETE/
INDEPENDENT DEPENDENT
CONTINOUS CONTINOUS

1.

2.

3.

4.

5.

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6.

7.

8.

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