PRCATICAL RESEARCH 2 QUARTER 1 LESSON 1-3.pptx

Practical Research 2
LESSON 1 - 3
NATURE AND INQUIRY OF RESEARCH
INTRODUCTION TO RESEARCH

1. LESSON 1: CHRACTERISTICS, STRENGTHS, WEAKNESSES AND KINDS OF QUANTITATIVE RESEARCH

2. Collection Precipitation Evaporation Condensation

3. Strengths of Quantitative Research 1. Very objective 2. Numerical and quantifiable data can be used to predict outcomes. 3. Findings are generalizable to the population. 4. There is conclusive establishment of cause and effect

4. Strengths of Quantitative Research 5. Fast and easy data analysis using statistical software. 6. Fast and easy data gathering 7. Quantitative research can be replicated or repeated. 8. Validity and reliability can be established

5. Weaknesses of Quantitative Research 1. It lacks the necessary data to explore a problem or concept in depth. 2. It does not provide comprehensive explanation of human experiences. 3. Some information cannot be described by numerical data such as feelings, and beliefs.

6. Weaknesses of Quantitative Research 4. The research design is rigid and not very flexible. 5. The participants are limited to choose only from the given responses. 6. The respondents may tend to provide inaccurate responses. 7. A large sample size makes data collection more costly.

7. Kinds of Quantitative Research

8. It is to describe a particular phenomenon by observing it as it occurs in nature. There is no experimental manipulation, and the researcher does not start with a hypothesis. Descriptive design 1

9. The goal of descriptive research is only to describe the person or object of the study. An example of descriptive research design is “the determination of the different kinds of physical activities and how often high school students do it during the quarantine period.” Descriptive design 1

10. identifies the relationship between variables. Data is collected by observation since it does not consider the cause and effect, for example, the relationship between the amount of physical activity done and student academic achievement. Correlational Design 2

11. is used to investigate a possible relationship between previous events and present conditions. The term “ Ex post facto ” which means after the fact, looks at the possible causes of an already occurring phenomenon. Ex Post Facto Design 3

12. Just like the first two, there is no experimental manipulation in this design. An example of this is “How does the parent’s academic achievement affect the children obesity?” Ex Post Facto Design 3

13. is used to establish the cause-and-effect relationship of variables. Although it resembles the experimental design, the quasi-experimental has lesser validity due to the absence of random selection and assignment of subjects. Here, the independent variable is identified but not manipulated. Quasi-Experimental Design 4

14. The researcher does not modify pre-existing groups of subjects. The group exposed to treatment (experimental) is compared to the group unexposed to treatment (control): example, the effects of unemployment on attitude towards following safety protocol in ECQ declared areas. Quasi-Experimental Design 4

15. like quasi- experimental is used to establish the cause-and-effect relationship of two or more variables. This design provides a more conclusive result because it uses random assignment of subjects and experimental manipulations. For example, a comparison of the effects of various blended learning to the reading comprehension of elementary pupils. Experimental Design 5

16. This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections.

17. a repeated arrangement of numbers, shapes, colors and so on. can be related to any type of event or object by a specific rule lso known as a sequence are finite or infinite in numbers. Patterns 1

18. Example What will be the next figure in the pattern?

19. Determine the missing numbers.

20. LESSON 2: Formulating Recommendations Based on Conclusions ― Albert Einstein

21. Importance of Quantitative Research ― Albert Einstein

22. The value of quantitative research to man’s quest to discover the unknown and improve underlying conditions is undeniable. Throughout history, quantitative research has paved the way to finding meaningful solutions to difficulties.

23. For instance, the development of vaccines to strengthen our immunity against viruses causing highly communicable diseases like polio, influenza, chickenpox, and measles to name a few, underwent thorough experimental trials.

24. The findings of the quantitative study can influence leaders’ and law-makers’ decisions for crafting and implementing laws for the safety and welfare of the more significant majority.

25. Using quantitative design helps us determine and better understand relationships between variables or phenomenon crucial to reducing the range of uncertainty. Relationship between demand and supply, age and health, discipline and academic achievement, practice and winning at sports, depression and suicidal rates, algae population and Oxygen demand are just few examples of real-life applications of correlation studies in the past that we still apply today.

26. Most inventions and innovations are products of quantitative studies. Before you can enjoy the uses and features of a smart phone, it took years of research to establish compliance to standards for interoperability, to find the most cost-effective raw materials, and to identify the sleekest and sturdiest design, the fastest data saving and processing power, and most marketable add-ons according to consumer needs.

27. Make a concept map where quantitative research can be applied in your daily life. Quantitative Research

28. LESSON 3: VARIABLES This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections.

29. A Variable is anything that has a quantity or quality that varies.

30. For instance, during the quarantine period, your mother planted tomato seedlings in pots. Now common understanding from science tells you that several factors are affecting the growth of tomatoes: sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and bear fruits will depend on these factors.

31. The growth of tomatoes and the number of fruits produced are examples of the Dependent Variables . The amount of sunlight, water, and nutrients in the soil are the Independent Variables

32. If there is an existing relationship between the independent and dependent variables, then the value of the dependent variable varies in response to the manipulation done on the independent variable. The independent variable is also identified as the presumed cause while the dependent variable is the presumed effect.

33. In an experimental quantitative design, the independent variable is pre-defined and manipulated by the researcher while the dependent variable is observed and measured. For descriptive, correlational, and ex post facto quantitative research designs, independent and dependent variables simply do not apply.

34. It is important to note other factors that may influence the outcome (dependent variable) not manipulated or pre-defined by the researcher. These factors are called Extraneous Variables .

35. In our example above, the presence of pests and environmental stressors (e.g. pets, extreme weather) are the extraneous variables. Since extraneous variables may affect the result of the experiment, it is crucial for the researcher to identify them prior to conducting the experiment and control them in such a way that they do not threaten the internal validity (i.e. accurate conclusion) of the result.

36. When the researcher fails to control the extraneous variable that it caused considerable effect to the outcome, the extraneous variable becomes a Confounding Variable .

37. For example, if the tomato had been infested by pests (confounding variable) then you cannot conclude that manipulations in sunlight, water, and soil nutrients (independent variable) are the only contributing factors for the stunted growth and poor yield (dependent variable) of the plant or is it the result of both the independent variables and the confounding variable.

38. I. Quantitative Variables , also called numerical variables, are the type of variables used in quantitative research because they are numeric and can be measured. Under this category are discrete and continuous variables.

39. A. Discrete variables are countable whole numbers. It does not take negative values or values between fixed points. For example: number of students in a class, group size and frequency.

40. B. Continuous variables take fractional (non-whole number) values that can either be a positive or a negative. Example: height, temperature.

41. Numerical data have two levels of measurement, namely: A. Intervals are quantitative variables where the interval or differences between consecutive values are equal and meaningful, but the numbers are arbitrary.

42. For example, the difference between 36 degrees and 37 degrees is the same as between 100 degrees and 101 degrees. The zero point does not suggest the absence of a property being measured. Temperature at 0 degree Celsius is assigned as the melting point of ice. Other examples of interval data would be year and IQ score.

43. B. Ratio type of data is similar to interval. The only difference is the presence of a true zero value. The zero point in this scale indicates the absence of the quantity being measured. Examples are age, height, weight, and distance.

44. II. Qualitative Variables also referred to as Categorical Variables are not expressed in numbers but are descriptions or categories. It can be further divided into dichotomous, nominal or ordinal.

45. A. Dichotomous variable consists of only two distinct categories or values, for example, a response to a question either be a yes or no.

46. B. Nominal variable simply defines groups of subjects. In here, you may have more than 2 categories of equivalent magnitude. For example, a basketball player’s number is used to distinguish him from other players. It certainly does not follow that player 10 is better than player 8. Other examples are blood type, hair color and mode of transportation.

47. C. Ordinal variable, from the name itself, denotes that a variable is ranked in a certain order. This variable can have a qualitative or quantitative attribute. For example, a survey questionnaire may have a numerical rating as choices like 1, 2, 3, 4, 5ranked accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree, neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors (with highest, with high, with honors)

48. Activity Time!

49. Directions: Identify the Independent, Dependent and Extraneous variable/s in each of the following situations. 1. Three groups of students were placed in a classroom with controlled room temperatures of 18°C, 20°C, 25°C. The math exam scores of the students were then taken and compared to the other groups. Independent variable: ____________________________ Dependent variable: _____________________________ Extraneous variable: ____________________________

50. 2. An online seller would like to know whether the indication of price on Facebook posts will attract consumers more. He posted 50 products for sale on Facebook market, 25 of which he indicated the price while the remaining 25 products, did not have prices. Buyers were just instructed to send him a personal message (pm) if they want to know the price. He then identified which products have greater sales. Independent variable: _______________________________ Dependent variable: ________________________________ Extraneous variable: ________________________________

51. 3. A housewife wanted to know which soil is best for her pechay plants: the soil purchased from an online seller, soil from her backyard compost or the soil underneath the nearby bamboo tree. She planted 30 pechay seeds into each soil source and then compared the growth of pechay after a month. Independent variable: ____________________________ Dependent variable: _____________________________ Extraneous variable: _____________________________

52. Cats love to sleep. A fifteen-year-old cat has probably spent ten years of its life sleeping. Also, cats use their whiskers as feelers to determine if a space is too small to squeeze through.

53. L esson Outline 1 Determine the common difference in a sequence. 2 D escribe arithmetic sequence. 3 Identify the next term in an arithmetic sequence. 4 5 D efine sequences and its types. F ind the arithmetic means between 2 terms.

54. A sequence is a set of objects which is listed in a specific order, one after another. Each member or element in the sequence is called term . The terms in a sequence can be written as a 1 , a 2 , a 3 , a 4 , . . . , a n , . .. which means a 1 is the first term, a 2 is the second term, a 3 is the third term, …, a n is the nth term, and so on. SEQUENCES 2

55. Types of Sequences Arithmetic Geometric Special - C ommon difference - C ommon ratio - unique pattern

56. Sequences

57. 1. Arithmetic Sequence An arithmetic sequence is an ordered set of numbers that have a common difference between each term. If we  add or subtract  by the  same  number each time to make the sequence, it is an  arithmetic sequence .  An arithmetic sequence is also known as an arithmetic progression .

58. Example 1 First Term Term-to-Term Rule First 5 Terms 3 Add 6 8 Subtract 2 12 Add 7 -4 Subtract 5 ½ Add ½

59. Example 1 First Term Term-to-Term Rule First 5 Terms 3 Add 6 3, 9, 15, 21, 27 8 Subtract 2 8, 6, 4, 2, 0 12 Add 7 12, 19, 26, 33, 40 -4 Subtract 5 -4, -9, -14, -19, -24 ½ Add ½ ½, 1, 1 ½, 2, 2 ½

60. More about Arithmetic Sequence Arithmetic sequences are also known as linear sequences . If we represented an arithmetic sequence on a graph it would form a straight line as it goes up (or down) by the same amount each time.  General formula in getting the nth term: T n = T 1 + d(n-1)

61. Activity 1: Complete Me! Identify the next term in the given sequence. -2, 1, 4, 7, 10, ___ 14, 11, 8, 5, 2, ___ 10, 20, 30, 40, 50, ___ -100, -95, -90, -85, 80, ___ 0, ¼, ½, ¾, ___

62. Arithmetic Mean Given a pair of numbers  𝑎  and  𝑏 , the  𝑛  arithmetic means between  𝑎  and  𝑏  are the values in an arithmetic sequence from  𝑎  to  𝑏  with exactly  𝑛  terms in between. Consider the sequence 4, 8, 12, 16, 20, 24. Let a = 4 and b = 24, what are the arithmetic means?

63. Arithmetic Mean the 2 nd term is the arithmetic mean of the 1 st and 3 rd term the 3 rd term is the arithmetic mean of the 2 nd and 4 th term

64. Arithmetic Mean We notice the relationship that exists between the term number and the order of the arithmetic means: The 1 st mean is the 2 nd term in an arithmetic sequence, the 4 th arithmetic mean is the 5 th term in the sequence, and so on. In general, the  nth  arithmetic mean is the  (𝑛+1) th   term in the arithmetic sequence.

65. How to find arithmetic means between a pair of numbers? Example: Find 5 arithmetic means between 7 and 19. To find the 5 arithmetic means between 7 and 19, we need to identify the arithmetic sequence from 7 to 19 with exactly 5 terms in between .

66. How to find arithmetic means between a pair of numbers? Example 1 : Find 5 arithmetic means between 7 and 19. In order to find the terms b etween 7 and 19, the first step is to find the common difference,  d . Since there are 5 terms in between 7 and 19, we know that 7 is the first term and 19 is the 7th term of the arithmetic sequence.

67. How to find arithmetic means between a pair of numbers? Example: Find 5 arithmetic means between 7 and 19. Substituting  T 1 =7, T 7 =19,and n=7 into the formula for the  nth  term, T n = T 1 + d(n-1) 19 = 7 + d(7 – 1) 19 = 7 + 6d 12 = 6d d = 2

68. How to find arithmetic means between a pair of numbers? Since the first term is 7 and the common difference is 2, the arithmetic sequence is 7, 9, 11, 13, 15, 17, 19. We note that there are exactly 5 terms between 7 and 19, as expected. Hence, the 5 arithmetic means between 7 and 19 are (9,11,13,15,17).

69. Example 2: Find 3 arithmetic means between 14 and 42.

70. Example 3: Find 5 arithmetic means between 13 and 49.

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