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PR2 > QUANTI RESEARCH > Flashcards

QUANTI RESEARCH Flashcards

1
Q

● It is reliable and objective.
● It uses statistics to generalize a finding.
● It reduces and restructures a complex problem to
a limited number of variables.
● It looks at the connections between variables and
establishes cause-and-effect relationships in
highly controlled circumstances.
● It tests theories or hypotheses.
It assumes that the sample is representative of
the population.
● The subjectivity of its methodology is a secondary
concern.

A

Characteristic of
Quantitative Research

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2
Q

Characteristic of
Quantitative Research

A

● It is reliable and objective.
● It uses statistics to generalize a finding.
● It reduces and restructures a complex problem to
a limited number of variables.
● It looks at the connections between variables and
establishes cause-and-effect relationships in
highly controlled circumstances.
● It tests theories or hypotheses.
It assumes that the sample is representative of
the population.
● The subjectivity of its methodology is a secondary
concern.

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3
Q
  • It provides statistically sound results.
  • Quantitative data provides a macro
    view
  • Generalizability
  • Evaluation of the multiple data sets
    can be done at once and at a faster
    pace and accurately.
  • It provides systematic and
    standardized comparisons.
  • The manual implementations of ideas
    can be automated completely which
    can save time.
A

Strengths

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4
Q

Strengths

A
  • It provides statistically sound results.
  • Quantitative data provides a macro
    view
  • Generalizability
  • Evaluation of the multiple data sets
    can be done at once and at a faster
    pace and accurately.
  • It provides systematic and
    standardized comparisons.
  • The manual implementations of ideas
    can be automated completely which
    can save time.
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5
Q
  • The context of the study is ignored
  • Spend more resources
  • Results are limited.
  • Less elaboration on human perception
    and experience
  • Fixed alternative answers do not
    reflect true answers of the
    participants.
A

Weaknesses

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6
Q

Weaknesses

A
  • The context of the study is ignored
  • Spend more resources
  • Results are limited.
  • Less elaboration on human perception
    and experience
  • Fixed alternative answers do not
    reflect true answers of the
    participants.
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7
Q

Research follows a step-by-step process of
investigation that uses a standardized
approach in answering questions or solving
problems

A

(Polit & Beck, 2004).

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8
Q

▪ Its main purpose is to answer a question or
to solve an issue

A

(Palispis, 2004).

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9
Q

is employed to
identify and obtain
information about the
current condition of
the phenomenon as
they exist (Mertens,
1998; Fox & Bayat,
2007).
▪ It focuses more on
the “what” of the
research subject than
the “why”.
▪ In other words, it
“describes” the
subject of the
research, without
conveying “why” it
happens.

A

Descriptive research

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10
Q

type of research
design that looks at
the relationships
between two or more
variables (Cherry,
2022).

A

Correlational
Research

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11
Q

when both
results or
variables
increase or
decrease.

A

positive correlation

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12
Q

one result
or variable
increase while
the other decrease, or vice
versa.

A

negative correlation

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13
Q

No rs/ no correlation at all

A

No correlation

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14
Q

equires the
application of the
scientific method that
enables the
researcher to
establish cause-
effect relationships
among the variables
of the study and
maintain control over
all factors that may
influence the result of
an experiment
(Neuman & Neuman,
2006; Bernard &
Bernard, 2012;
Punch, 2013).

A

True experimental Research

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15
Q

factors that can be manipulated and
measured.

A

Variables

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16
Q

value” or a numerical
quantity and focus on the question “how
many” or “how much”, these values are
considered quantitative data.

A

Numeric Variables

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17
Q

TYPES OF NUMERIC VARIABLES

A
  1. Continuous
    Variables
  2. Discrete
    Variables
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18
Q

▪ Can potentially take
on an infinite number
of values.
▪ Ex: time, age,
temperature, height,
and weight

A

Continuous
Variables

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19
Q

▪ Variables that can
only assume whole
values within the
limits of the given
variable.
▪ Ex: number of
children in the family,
population of
students, and total
number of faculty
members

A

Discrete
Variables

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20
Q

Variables that describe a “quality” or
“characteristic” of a data.

A

categorical variables

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21
Q

TYPES OF CATEGORICAL VARIABLES

A

Ordinal
Nominal
Dichotomous
Polychotomous

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22
Q

Variables can take
a value which can
be logically
arranged, ordered,
or ranked.
▪ Ex: ranked
academic grades,
clothing size,
measures of
attitude “strongly
agree, agree,
neutral and so on”

A

Ordinal Var.

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23
Q

Variables whose
values cannot be
logically arranged
(No order).
▪ Ex: color, kinds of
religion, and
various languages

A

Nominal Var

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24
Q

Variables that
represent only 2
categories
▪ Ex: sex, answer
(yes or no) and
veracity (true or
false)

A

Dichotomous Var

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25
Q

Variables that
represent many
categories.
▪ Ex: educational
attainment, breed
of dogs

A

Polychotomous Var

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26
Q

Variables whose values are independent of
changes in the values of other variables.

A

Experimental Variables

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27
Q

TYPES OF EXPERIMENTAL VARIABLES

A
  1. Independent
    Variables
  2. Dependent
    Variables
  3. Extraneous
    Variable
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28
Q

The variable that is
being manipulated in
the study

A

IV

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29
Q

The variable that is
affected due to the
manipulation of the
independent variable
and these variables
are also
tested/measured.

A

DV

30
Q

Also known as
“mediating”,
“covariate” or
“intervening”
variables.
▪ These variables are
already existing
during the conduct of
study/experiment and
could influence the
results of the study.

A

EV

31
Q

These types of variables are somehow the
same as “experimental variables”.
▪ Nonetheless, these variables are utilized in
non-experimental studies.

A

NON EXPERIMENTAL VAR

32
Q

TYPES OF
NON-EXPERIMENTAL VARIABLES

A

Predictor
Criterion

33
Q

change the other
variable/s in a non-
experimental study.

A

Predictor (IV)

34
Q

These variables are
usually influenced by
predictor variables.

A

Criterion (DV)

35
Q

TYPES OF
NON-EXPERIMENTAL ANALYSES

A
  1. Univariate
  2. Bivariate
  3. Polyvariate/
    Multivariate
36
Q

Only one variable is
being studied.

A

Univariate

37
Q

Two variables are
being studied.

A

Bivariate

38
Q

More than two
variables are being
studied.

A

Polyvariate/
Multivariate

39
Q

vital for the pursuit of
any study.
▪ It provides a brief yet accurate representation
of the study.

A

RESEARCH TITLE

40
Q

trailed by and
enumeration of the specific problems.
▪ The specific problems are usually stated as
questions that the researcher seeks to
answer.

A

SOP

41
Q

TYPES OF RESEARCHABLE QUESTIONS

A

Factor-
isolating
Questions

Factor-
relating
Questions

Situation-
producing
Questions

Situation-
relating
Questions

42
Q

▪ “What is this?”
▪ These questions
isolate, categorize,
describe, or name
factors and
situations.

A

Factor-
isolating
Questions

43
Q

“What is happening
here?”
▪ These questions aim
to determine the
relationship among
factors that are
identified.
▪ These questions are
for non-experimental
types of research.

A

Factor-
relating
Questions

44
Q

▪ “How can I make this
happen?”
▪ These questions tend
to set goals for
actions, develop
plans and ideas for
these goals, and
identify the conditions
for these goals to be
fulfilled.

A

Situation-
producing
Questions

45
Q

What will happen if?”
▪ These questions
usually yield
hypothesis testing or
research which are experimental by
design.

A

Situation-
relating
Questions

46
Q

Rationalization of the need to research on
the problem.
▪ Clarification of the important terminologies for
the reader to easily understand what the
research is about.
▪ Establishment of the degree of seriousness
of the problem which prompted the
researcher to look for solutions.

A

BOTS

47
Q

Included and excluded variables in your
study.

A

SCOPE AND DELIMITATION

48
Q

contribution of study to the
body of knowledge.

A

SIGNIFICANCE OF THE STUDY

49
Q

is formulated
from existing theories and serves as the
foundation of the study.
▪ The present study can adopt the original
model used by the cited theorist.
▪ However, the researcher can modify the
variables of the original framework to better
suit the study, provided that the whole
theory is utilized

A

THEORETICAL FRAMEWORK

50
Q
  1. Name/s of the authors/s
  2. Title/s of their theory/ies
  3. Theoretical statement or principles
  4. Explanation of the theoretical statement
  5. Relationship of the theory to the present
    study
A

THEORETICAL FRAMEWORK

51
Q

is a method, model, or
pattern for conducting research.
▪ It is a set of ideas, beliefs, or understandings
within which theories and practices can
function.
▪ The majority

A

RESEARCH PARADIGM

52
Q

This model is used
when the research
attempts to
determine or isolate
the variable/s that
cause a problem,
subject, or

A

IPO MODEL

53
Q

This model is used in
experimental studies.
The questions raised
are usually situation-
relating.

A

IV-DV MODEL

54
Q

This model is used
when relating and
assessing the
influence between
two or more
variables. Studies
that focus on
relationships
between variables,
associations of
different factors,
differences among
concepts, etc. will
benefit from this
model.

A

PC MODEL ( NON EXPERIMENTAL)

55
Q

tentative prediction about
the relationship among variables in a study.

A

RESEARCH HYPOTHESIS

56
Q

formulated for
statistical analysis.
▪ It is expressed in a
negative statement.

A

NULL HYPOTHESIS

57
Q

A type of research
hypothesis that the
researcher expects to
be true in his or her
study.

A

ALTERNATIVE HYPOTHESIS

58
Q

according to Cresswell (2018)

A

qualitative
research includes a substantially less
amount of literature compared to quantitative research.

59
Q

PURPOSE OF A LITERATURE REVIEW

A

Provide framework for establishing the
importance of the study.
▪ Identify areas of research studies that has
been studied and explored before to prevent
duplication and give credit to other
researchers.
▪ Identify need for additional research.
▪ Identify inconsistencies: gaps in research,
conflicts in previous studies.

60
Q

STEPS IN WRITING A
LITERATURE REVIEW THEMATICALLY

A

Begin by identifying key words (major
variables) which is useful in locating
materials in a library.
2. Search the key words in the databases.
3. Initially, try to locate two related studies.
▪ The studies are related to the present
study when they have the following
similarities:
3.1 They use the same variables, sub-
variables, concepts or constructs.
3.2 They have the same subject or topic.
4. Read, collect, highlight, and annotate those
that are central to your topic. (RRL part of
your related study).
5. As you identify useful literature (in step 4),
begin designing a literature map. This is a
visual picture (or figure) of groupings of the
literature on the topic.
▪ Literature map will help you in arranging
the content of your related literature in a
thematic manner.
Begin by identifying key words (major
variables) which is useful in locating
materials in a library.
2. Search the key words in the databases.
3. Initially, try to locate two related studies.
▪ The studies are related to the present
study when they have the following
similarities:
3.1 They use the same variables, sub-
variables, concepts or constructs.
3.2 They have the same subject or topic.
4. Read, collect, highlight, and annotate those
that are central to your topic. (RRL part of
your related study).
5. As you identify useful literature (in step 4),
begin designing a literature map. This is a
visual picture (or figure) of groupings of the
literature on the topic.
▪ Literature map will help you in arranging
the content of your related literature in a
thematic manner.

61
Q

STEPS IN WRITING A STUDY REVIEW CHRONOLOGICALLY

A
  1. Read three related studies.
  2. Highlight and take note each of the
    following:
    2.1 The name of the author, date, and the
    setting of the study
    2.2 The title
    2.3 The salient findings, which are the most
    important “ingredients” to include.
  3. Write a paragraph containing the author,
    date, setting, title, and paraphrase salient
    findings or results.
  4. Arrange them according to recency: past to
    present. Use transitional word to proceed
    from one study to another.
  5. End the review of related studies with a
    summary of the results.
62
Q

COMBINING RRL & RRS

A

▪ For Literature:
1. Introduction
1.1 Define the topic which gives a proper
background for reviewing the
literature.
1.2 Establish researcher’s reasons (point
of view) for reviewing the literature.
1.3 Give explanation on the organization
of the review (sequence).
1.4 State what literature is included and
not included (scope).
2. Body
2.1 Cluster the literature based on
common themes.
2.2 Give insight into relationship
between central topic and a larger
discipline.
2.3 Proceed from the general to wider
analysis of the research under
review to the specific problem.
Conclusion
3.1 Sum up major contributions of
literature.
3.2 Evaluate the current “state of the art”
literature reviewed.
3.3 Point out any major flaws or gaps in
research.
3.4 Outline issues pertinent to future
study.

63
Q

FOR STUDIES

A
  1. Introduction
    1.1 Explain the scope of the studies
    review.
  2. Body
    2.1 Present several research studies
    with the following parts: (refer to the
    instruction of the teacher on the
    number of studies needed to
    present).
    2.2 Name, author, year, and the setting
    of the study
    2.3 The title
    2.4 The salient (important) findings,
    which are the most important
    ingredients to include since the
    discussion of the variables and their
    relationship will be based on them.
  3. Conclusion
    3.1 Synthesize all the salient findings of
    the research studies you have
    presented in the body.
    3.2 State the implication to your
    research studies.
64
Q

is a question or a problem
that has not been answered by any of the
existing studies or research within your field.
Sometimes, a research gap exists when
there is a concept or new idea that hasn’t
been studied at all.

A

research gap

65
Q

Results from
studies allow for
conclusions in
their own right but
are contradictory
when examined
from a more
abstract point of
view.

A

EVIDENCE GAP

66
Q

Desired research
findings do not
exist.

A

KNOWLEDGE GAP

67
Q

Professional
behavior or
practices deviate
from research
findings or are not
covered by
research.

A

Practical-
Knowledge Gap

68
Q

A variation of
research methods
is necessary to
generate Bew
insights or to avoid
destoned findings.

A

. Methodological
Gap

69
Q

Research findings
or propositions
need to be
evaluated or
empirically

A

Empirical Gap

70
Q

Theory should be
applied to certain
research issues to
generate new
insights. There is
lack of theory thus
a gap exists.

A

Theoretical Gap

71
Q

Research
regarding the
population that is
not adequately
represented or
under-researched
in the evidence
base or prior
research.

A

Population Gap

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