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LESSON 1: COMPARISON BETWEEN QUANTITATIVE AND QUALITATIVE
RESEARCH
RESEARCH - a process of systematic inquiry that entails collection of

data; documentation of critical information.
PARADIGM - a cluster of beliefs and dictates which for scientists in a
particular discipline influence what should be studied.
QUALITATIVE RESEARCH - an inquiry process of understanding a social
and human problem based on a complex, wholistic picture formed with
words.
QUANTITATIVE RESEARCH - an inquiry into a social/human problem
based on testing a theory
PARADIGM ASSUMPTIONS
★ ONTOLOGICAL - nature of being.
- Quali: subjective, multiple
- Quanti: objective, singular
★ EPISTEMOLOGICAL - relationship of research to subject.
- Quali: interacts with subject
- Quanti: independent from subject
★ AXIOLOGICAL - nature of value.
- Quali: value-laden, biased
- Quanti: value-free, unbiased
★ RHETORICAL - intended to persuade/impress.
- Quali: informal
- Quanti: formal
★ METHODOLOGICAL - process of research.
- Quali: inductive, context-bound, accurate verification
- Quanti: deductive, context-free, validity & reliability
CHARACTERISTICS OF RESEARCH
1. OBJECTIVE. Seeks accurate measurement
2. CLEARLY DEFINED RESEARCH QUESTIONS. Know what they are
looking for
3. STRUCTURED RESEARCH INST. standardised inst
4. NUMERICAL DATA. figures/graphs
5. LARGE SAMPLE SIZES. More reliable data analysis
6. REPLICATION. Verify findings
7. FUTURE OUTCOMES. Complex calculations
QUIPPER QUIZ
*Quantitative res is an explanation as qualitative res is exploration.
*Quantitative researchers structure and control the content while
qualitative researchers do not interfere with natural content.
LESSON 2: ALL ABOUT QUANTITATIVE RESEARCH DESIGNS
TYPES OF RESEARCH DESIGNS

A. EXPERIMENTAL
1. TRUE EXPERIMENTAL
- aims to determine causal relationships.
- Relies on statistical analysis.
- Maybe conducted with/without pretest.
- Involves a control group.
- Ex: The Effect of Classical Music on Academic
Performance of Students
2. QUASI-EXPERIMENTAL
- Determine causal relationships
- Bears resemblance to TER
- Not random sampling
- Conducts pretest and posttest
- Ex: Reading Intervention Program as aid for Students
with Low level Comprehension
B. NON-EXPERIMENTAL
(ACCDG TO PURPOSE)
1. SURVEY RESEARCH
- Gather evidence on knowledge, opinions, attitudes, etc.
- Questionnaires, interviews, surveys
- Variables not manipulated/controlled
- No intervention
2. CORRELATIONAL RESEARCH
- Interpret the degree of relationship between variables.
- Variables not manipulated
- No intervention
- Ex: Determining the Influence of Online Gaming to
Critical Thinking of Students
(ACCDG TO TIME)
1. CROSS-SECTIONAL RESEARCH
- Gathering data at a single point in time.
2. LONGITUDINAL RESEARCH
- Gathering data at multiple points in time.
COMPARISONS
EXPERIMENTAL SIMILARITIES NON-EXPERIMENTAL
Manipulation of Numeric data No manipulation

variables
Intervention is Statistics No intervention

present
TRUE EXPERIMENTAL QUASI-

EXPERIMENTAL
Random selection Determine causal Not random selection

relationships
Conducted intervention Involves pretest &

with/without pretest posttest
Test group&control Variable manipulation No control goup

group
Controlled setting
CROSS-SECTIONAL LONGITUDINAL
Same set of variables, Observational Same variables, same

different subjects subjects
Data collection at a Compare data Data collection

single period of time multiple times
Takes a short amount No intervention Takes a long time for

of time to finish completion
No variable
manipulation
LESSON 3: ALL ABOUT RRL
LITERATURE REVIEW - examination of relevant books and sources

pertinent to research.
FUNCTIONS
1. Shares results closely related to the study
2. Relates to larger dialogue
3. Provides framework for comparison
FORMS OF RRL
1. INTEGRATIVE REVIEW - simply summaries of past research.
2. THEORETICAL REVIEW - focuses on extent theory.
3. METHODOLOGICAL REVIEW - actual critique of strength and
weaknesses.
HOW TO WRITE RRL

1. Decide what reference style (APA format)
2. Establish priority
3. Limit the scope
4. Organize a visual map
WRITING RRL
1. SYNOPSIS
2. DISSECTION
3. EXPLANATION
4. CONCLUSIONS
LESSON 4: RESEARCH PROBLEMS AND QUESTIONS
RESEARCH PROBLEM - the main organizing principle guiding the

analysis of your paper. It provides a venue for expressing what to convey
by stating (a) purpose of study (b) central you want to discover (c ) the
method to analyze (d) unit of analysis.
THE PROBLEM - the heart of every research project because it is the

paramount in importance of a successful research effort.
- NO PROBLEM, NO RESEARCH.
- Not all problems are researchable.
Researchable when:
1. There is no known answer/solution
2. The effectiveness is untested or unknown yet
3. Possible results may seem factually contradictory
4. Plausible explanations for undesirable condition
5. Existence of phenomenon requires explanation
SOURCES OF RESEARCH PROBLEM

1. THEORIES - hypothesized statement of relationships
2. PAST RESEARCHES
3. JOURNALS, BOOKS, MASS MEDIA
4. TECHNOLOGICAL CHANGES
5. FRIENDS, COLLEAGUES, PROFS, CONSULTANTS
6. CONFERENCES, MEETINGS
RESEARCH QUESTIONS - foundations of your study.

- Key to research
- Questions and hypothesis describe potential relationships among
variables.
- Research questions should generally be testable:
a. Sufficient scope as to be resolvable
b. Not involved in proving right or wrong
c. Stated to define clearly the problem
CATEGORIES OF RESEARCH QUESTIONS

★ DESCRIPTIVE - events, how prevalent
★ EXPLORATIVE - characteristics related
★ EVALUATIVE - how will it work
★ PREDICTIVE - changes
★ EXPLANATORY - what are the causes
★ CONTROL - what will happen, test the application
QUIPPER QUIZ
*What is the nature of counselling support provided for overseas
students - descriptive
*Which side of the brain is predominantly responsible for computer
mouse manipulation - explanatory
*Is there any relationship between social class, educational achievement,
and drug use among 18-to24-year olds - predictive
CHAPTER 1 MANUSCRIPT FORMAT

BG OF THE STUDY
THEORETICAL FRAMEWORK
CONCEPTUAL
SOP
HYPOTHESIS (OPTIONAL)
ASSUMPTIONS (OPTIONAL)
SIGNIFICANCE OF THE STUDY
SCOPE AND LIMITATIONS
DEFINITION OF TERMS

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LESSON 1: COMPARISON BETWEEN QUANTITATIVE AND QUALITATIVE

RESEARCH - a process of systematic inquiry that entails collection of

LESSON 2: ALL ABOUT QUANTITATIVE RESEARCH DESIGNS

TYPES OF RESEARCH DESIGNS

Manipulation of Numeric data No manipulation

Intervention is Statistics No intervention

TRUE EXPERIMENTAL QUASI-

Random selection Determine causal Not random selection

Conducted intervention Involves pretest &

Test group&control Variable manipulation No control goup

Same set of variables, Observational Same variables, same

Data collection at a Compare data Data collection

Takes a short amount No intervention Takes a long time for

LITERATURE REVIEW - examination of relevant books and sources

HOW TO WRITE RRL

LESSON 4: RESEARCH PROBLEMS AND QUESTIONS

RESEARCH PROBLEM - the main organizing principle guiding the

THE PROBLEM - the heart of every research project because it is the

SOURCES OF RESEARCH PROBLEM

RESEARCH QUESTIONS - foundations of your study.

CATEGORIES OF RESEARCH QUESTIONS

CHAPTER 1 MANUSCRIPT FORMAT

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