ARELLANO UNIVERSITY

53 General Kalentong St. Mandaluyong

Senior High School

E-Lesson Plan
(Practical Research II)
Grade 12

Week 5 – Second Quarter

Date & Time: November 22, 23, 24, 25, 26 2021
(M/T/W – 2:00-3:00 PM | 3:15-4:15 PM)
Section: 12-STEM 3 | 12-HE 3

I. TOPIC: Quantitative Research Design

Reference: Practical Research by Esther L. Baraceros; Practical Research 2
for senior high school by Jessie S. Barrot Ph.D

II. OBJECTIVES
a. Differentiate the types of quantitative research designs.
b. Demonstrate appreciation in quantitative research design as method in
finding answers to research questions and in collecting data.

III. TEACHING PROCEDURE/STRATEGIES

a) Routine
 Prayer
 Greetings
 Attendance
b) Simple Recall/Review
c) Development of the Lesson

(Day 1 - Monday – November 22, 2021)

A. Concept Notes

QUANTITATIVE RESEARCH DESIGNS

Meaning of Quantitative Research Design

In any research type, much more, in a quantitative research where

you do a great deal of abstraction and scientific or logical thinking, a
research design is a part and parcel of your study. By means of your
research design, you are able to make these aspects of your research
clear: your methods or techniques in finding answers to your research
questions and in collecting data.

Coming out with the design of your research is not an initial act
of your study. It is not the starting period of your research that
makes you pour much of your time in mulling over your research
problem and in obtaining background knowledge about your
research topic. Preparing the design of your research work takes
 place after finalizing your mind on these major aspects of your
research: research topic, background of the study, research
questions, hypotheses, and research strategy like: case study,
experimentation, survey, and action research, among others, that
would introduce you to the different data-collecting techniques of
interview, observation, and questionnaire. Simply stated,
quantitative research focuses on numbers, statistics, and
relationships between variables. (Punch 2014; Edmonds 2013;
Lapan 2012)

Types of Quantitative Research Designs

 Experimental Research Design

1. Definition
Experimental research design is a quantitative research
design that bases its research method on a scientific activity
called experiment, in which a test or examination of a thing
under a manipulated or controlled environment is done to
determine the validity or truthfulness of such thing. This design
involves two groups of subjects: the experimental group on
which the condition, treatment, or intervention is applied and
the control group that is not given any treatment or condition.
Following this experimental design, you conduct two kinds of
tests: pre-test for both groups and post-test for the
experimental or treatment group to see the difference between
them based on the effects of the treatment or condition given
to the experimental group. (Picardie 2014; Yin 2012)
2. Types
There are two types of experimental research designs: the
true experimental design and the quasi-experimental design.
(De Mey 2013; Creswell 2013)
a. True Experimental Design – What proves this as a true
experimental design is its random selection of participants.
It is a bias-free selection that ensures objectivity of results.
This design is the best way to examine causal
relationships.
b. Quasi-experimental Design – The term quasi (pronounced
as kwahz-eye) means partly, partially, pseudo, or almost.
The non-adherence of this research design to random
selection of participants is the reason it got the name,
quasi-experimental research, which means a research
with the capacity to yield findings that are seemingly or
more or less true. Prone to bias caused by your purposive,
rather than random selection of participants, quasi-
experimental design is incapable of establishing cause-
effect relationships. Trying to approximate or to be like the
true experimental design, this research design comes in
different types such as the following:
  Matched comparison group design
In this quasi-experimental design, instead of selecting
participants for the control group, you get a set of
participants that shows close similarities with the
experimental or treatment group based on one or more
important variables.
 Time-series quasi-experimental design
Your act of controlling the variables in this case is through
multiple observations of the subjects before and after the
treatment or condition applied to the experimental group.
The purpose of serial observations is to see the
connection between the pre-test and the post-test based
on the taking place of the treatment or condition.
 Counter-balanced quasi-experimental design
Here, control is applied to one group to examine the effects
of all treatment and conditions to control variables. For
instance, negative results coming from three-time
observations are counterbalanced or given weight that is
equated with positive results from four- or five-time
observations.
 Single-subject quasi-experimental design
This design is used when the population is so large that
you find difficulty in choosing a group to study. So, you
decide to apply the condition or treatment to a single
subject like a class of learners then later find out the
effects of the treatment on the entire class.

 Experimental Research Design Stages

The true experimental and quasi-experimental designs follow the
same stages in research designing. Their difference lies only in the
participant-selection process, in that the first is randomized; the
second, purposive. (Lapan 2012; Walliman 2014)
1. Clear knowledge of the research objectives that enable you to
decide not only on the kind of research you have to do, but
also on the manner you have to follow in conducting the
research.
2. Formulation of hypotheses to state your guesses of what may
not be true (null hypotheses) or may be true (alternative
hypotheses) about the results.
3. Method of testing your hypotheses or of examining their
validity like deciding whether you have to follow the
experimental design or the quasi- experimental design.
4. Choice of which instrument to use in collecting data; that is,
whether to use interview, observation, or questionnaire.
 5. Process of selecting the subjects to compose the control
group and the experimental group.
6. Performance of experimentation that allows control of the
cropping up of extraneous variables and of the experimenter’s
bias.
7. Collection and analysis of data.

 Non-Experimental Research Design

1. Definition
Non-experimental design is a quantitative research design
that is capable of giving qualitative and quantitative data,
but more on qualitative data; hence, this is often used in the
field of social sciences. Unlike the experimental design that
allows manipulation or control of some aspects of the
research, non-experimental research design shuns
controlling variables. Instead, it involves variables the way
they naturally exist on earth.
2. Types
The following are the types of non-experimental research
designs (Schreiber 2012; Letherby 2013; Creswell 2014):
1. Descriptive – depicts an image or a picture of an individual or a
group
2. Comparative – states the differences or similarities
between or among people, things, objects, etc.
3. Correlative – shows the extent and direction of variable
relationships, that is, whether anegative or positive
relationship exists between or among them
4. Survey – describes the attitudes, preferences, views,
feelings, views, and other behavioral patterns of a big
number of people for arriving at a certain conclusion about
societal concerns and issues
5. Ex Post Facto – translates itself into these English words,
“that which is done afterwards” and has the purpose of
deriving data from things that are by nature taking place,
so as to obtain explanations about past events (Litchman
2013, p. 42)

B. Analysis

 What are the types of quantitative research design?

 How can this topic help in your research paper?

(Day 2 - Tuesday –November 23, 2021)

C. Abstraction
INDIVIDUAL WORK. Circle the letter of the correct answer.
1. Designing a research is thinking .
a. critically c. literally
b. skillfully d. imaginatively
2. To design a research is seeing the research process in your .
a. paper c. library
b. mind d. book

3ep. ariPnrg in your mind how to find answers to

your research questions is .
a. deciding on your research topic c. designing your research
b. controlling your emotions d. asking research questions
4. These are aspects of your research: research objectives, topic,
questions, hypotheses, and methodology. You come to think of
quantitative research design .
a. before finalizing your mind on these aspects of your research
b. after thinking of these aspects of your research
c. as you formulate hypotheses about these parts
d. as you ponder on your research problem
5. Central to experimental design is analysing relationships that are .
a. specific c. hypothetical
b. causal d. stable
6. A quantitative research design that is equated with qualitative
design is
.
a. true experimental c. non-experimental
b. semi-experimental d. quasi-experimental
7. Quantitative research designs are true for all experimental designs
except the aspect on .
a. subject selection c. treatment application
b. variable relationships d. variable control
8. A quantitative research design that makes you be have as a
scientist is .
a. survey research c. experimental design
b. case study d. correlative study
9. An empirical study is based on a research design that is .
a. qualitative c. quantitative
b. hypothetical d. theoretical
 10. These two are the leading indicators of the occurrence of true
experimental design:
a. Pre-test and post-test c. treatment and condition
b. Randomization and variable control d. experimental and
control group

(Day 3 - Wednesday – November 24, 2021)

D. Application

Finish the sentences below according to how you understand the lesson presented. Copy
and answer on a separate sheet of paper.

It is important to be familiar with the quantitative

research designs because …….
_____________________________________
_______________________________________

Because I know the experimental design stages,

I can …….
_____________________________________
_______________________________________

The knowledge about the different types of

quantitative research design will guide me in
choosing my own research design because …….
_____________________________________
_______________________________________
Prepared by: Mrs. Ma-Anne Joyce C. Rodi
SHS Teacher

Checked by: Mr. Marvin Calanoc

PR Coordinator

Noted by: Mr. Janno H. Vizco

Academic Coordinator

Mrs. Junna C. Bulay

Assistant Principal

Approved by: Mrs. Vilma S. Dominguez

Principal