a basic research guide for teachers

Oliver U. Emata
Presenter
 A simple reminder:

Do not correct a
fool, or he will
hate you;
correct a wise
man, and he will
appreciate you

Source:www.facebook.com/lessonslearninlife
 What is Quantitative Research?
What makes it different with
other type of research?

When to use Quantitative

Research?
What will I do if I am not good in
numbers?
 What is p value means?
When can we say that our
compared variables have
significant relationship or
significant difference?
 Objectives:
To understand basic concepts in
Quantitative Research
To familiarize common statistical
treatment used in Quantitative Research
To understand the basic concepts of
interpretation based on p-value and -value
(level of significance)
Sources
Elementary Statistics for Basic Education
Katigaman
Elementary Business Statistics: The Modern Approach
Readings in Research, Thesis and Dissertation Writing
Dr. Rey G. Garcia- USEP Researcher
Mack Arthur C. Gamayot-Lower Tamugan NHS
Bonifacio G. Gabales Jr. Ph.D
What are the data What will I do How to
or information do with my data? process my
I need to collect? data?

Considerations:
How to interpret the
result of my study?
What statistical tools
to be used in
processing and
analyzing my data?
What is the role of Statistics in
Qualitative Research?
Also:
-It will describes the kind of research that
we are working.
-It will tells the method or design of the
study particularly in the processing of data.
-Itwill tells you if there is significant
difference or significant relationship

It will guides you to accept or reject the

null hypothesis
 What is Statistics?

Statistics
is a branch of mathematics mainly concerned with
describing and interpreting a collection of data,
and with drawing conclusions about population
from a knowledge of the properties.

-Melecio C. Deauna
 What is Quantitative Research?

aims to describe problems

descriptively and numerically. The
differences and relationships of variables
involved in the study are treated in
quantitative research designs
 Type of Statistics
according to its goal
Descriptive -describing, surveying, -univariate
analyzing, organizing -Bivariate/
can be done even without Correlation,
attempt to critically -Multivariate
compare the extent of
relationship
-using t-test & Z test
with 2 groups
-making inferences
-applied to means -using ANOVA
Inferential -testing of hypothesis with 2 or more groups
-drawing inferences using or variables
statistical tool

-using other statistical

tools like Chi Square
test
 When to use Statistics in
research?
Remider:
The level of measurement is the most
basic information that a researcher
must have
before selecting the statistical tool
that will be
applied to the data (Bailey, 1994:62)
 Major Types of Data
Qualitative Data
-refers to attributes or
characteristics
Includes attributes such as:
-sex (male or female)
-attitude (favorable or not)
-emotional (happy or sad)
Quantitative Data
-numerical information
(either discrete or continuous)
-involve numbers
-results of counting
e.g
-Number of students
-number of teachers with masteral
-amount of parents financial support
 Ratio
Classification of data -proportion has meaning
-has an absolute zero

e.g speed, temperature

Interval
Ordinal -Arithmetic differences
-No true zero values
Nominal Ordered or ranked data
e.g grades
Categorical data/dummy e.g
Rank, order
Real Nominal
e.g male or female

Artificial Nominal
e.g Pass or failed
Exercises
1. Gender Real Nominal
2. Test Results (Passed/Failed) Artificial Nominal
3. Performance Rating of Teachers Ordinal
4. Scores in Exam Interval

5. Scores in Basketball Ratio

6. Ranks in NAT Ordinal
7. Educational Background Ordinal
8. Types of Personality Artificial Nominal
9. Aptitude Interval
10. Attitudes towards teaching profession Artificial Nominal
 In analyzing our data, what
appropriate statistical tools to be
used?
Considerations in using statistical tools:
What is the goal of the Analysis?

There are four (4)

possible alternatives;
each which will lead
you down the
appropriate path for
choosing the correct
analytical technique.
What is the Goal of the Analysis?

If the goal of the analysis is to

determine the:
average response ( use the
measure of central tendency)
or
understand the distribution of
responses (measures of
1 variation/ dispersion), you
want to Summarize the Data
 Descriptive Statistics
Level of Measure of Measure of
Measurement Central Dispersion
Tendency
Nominal Mode
Ordinal Median Range
Interval or Ratio Arithmetic Mean Standard
Deviation
Variance
What is the Goal of the Analysis?
If you are trying to determine if a
difference exists between either
(a) two or more individual
questions/ attributes/variables

(e.g., average NAT MPS in 2012

and average NAT MPS in
2013) or (b) one variable and a
normative benchmark (e.g.
2 average NAT MPS of school
compared to average NAT MPS
in the national result),
Goal of the Analysis: Determining Differences

If you are trying to determine if there is a

difference between one variable and a
normative benchmark, go to the row labeled
looking for differences between 1 group and a
norm (or expected value).
Nature of Level of Measurement
Differences Nominal Ordinal Interval/
Ratio

Looking for Binomial Kolmogorov One-Sample

differences Chi-Square -Smirnov t-test
between 1 group
and norm
Hypothesis
The mercury content of Apokon water still within the
standard limit.
Class proficiency of Fourth Year students in solving
trigonometric functions is the same when exposed to
Cooperative-Learning Approach
Goal of the Analysis: Determining Differences

If you are trying to determine if there is a

difference between two variables,
looking for differences where the 1 group
evaluates two attributes.

Nature of Level of Measurement

Differences Nominal Ordinal Interval/
Ratio

Looking for McNemar Sign Test Paired

differences Where Wilcoxon Sample t-test
1group evaluates 2
attributes
Hypothesis
The economic status of Davaoenos before and after
martial law are the same.
Drop-out rate of Linao NHS before and after DL
Program are the same
Goal of the Analysis: Determining Differences

If you are trying to determine if there is a

difference between two variables, looking
for differences where the 1 group
evaluates more than attributes.

Nature of Level of Measurement

Differences Nominal Ordinal Interval/
Ratio

Looking for Cochran Q Friedman Repeated

differences Where Measure
1group evaluates ANOVA
more 2 attributes
Hypothesis
The effect of different levels of makahiya extract to ashma
are equal.(assumption: the same experimental unit)
Goal of the Analysis: Determining Differences

If you have only 2 groups (e.g. males vs.

females), looking for a difference in a
single attribute between 2 groups.

Nature of Level of Measurement

Differences Nominal Ordinal Interval/
Ratio

Looking for a Chi-Square Mann- Independent

differences in as Whitney Test Sample t-test
single attribute
between 2 groups
Hypothesis
Female lives longer than male.
Mathematical ability of males is the same with females.
Goal of the Analysis: Determining Differences
If you have 3 or more groups (e.g.,
freshman, sophomore, junior, senior),
looking for a difference in a single
attribute between 3 or more groups.
Nature of Level of Measurement
Differences Nominal Ordinal Interval/
Ratio

Looking for Chi-Square Kruskal- One-Way

differences Where Wallis ANOVA
single attributes
evaluates 3 or more
groups
Hypothesis
Different varieties of rice (F1, tonner, Masipag, etc.,)
produce the same yield.
Different teaching strategies produce the same result in
solving fractions.
What is the Goal of the Analysis?

If you want to
determine if 2 or more
variables are related
to associated

3
Goal of the Analysis: Relationship or
Association

If you are trying to see if two variables are

related or associated

Nature of Level of Measurement

Relationship Nominal Ordinal Interval/
Ratio
Loking for the Chi-Square Spearman Pearson r
relationship or Phi Coefficient rho
association of Contingency
two varaibles Coefficient
Other basis:
1 2 3 4
1 Phi Coefficient
2 Phi Coefficient Tetrachoric
Correlation
Coefficient
3 Rank biserial Rank biserial Sphearmans
Rho
4 Point biserial Biserial Multiserial Pearson
Product

Legend: 1. Real Nominal

2. Artificial Nominal
3. Ordinal Data
4. Interval/Ratio
Hypothesis
An increase in age is associated with and increase in
weight
An increase in age is associated with the decrease in skin
elasticity.
What is the Goal of the Analysis?

Assessing the Impact of one

variable to the other variable

Dependent variable= the variable

we are trying to predict

Independent Variable= the variable

we believe to have an impact to
the dependent variable
4
 Goal of the Analysis: Assessing the Impact of
one variable to the other variable

Level of Level of Measurement of Dependent Variable

Measurement Nominal Ordinal Interval/
Independent Ratio
Variable
Interval or Ratio Discriminant Ordinal Simple Reg
Analysis Regression Multiple Reg
Logistic
Regression

Copyright, Wilbur W. Stanton, Ph.D. and Angela DAuria Stanton, Ph.D., 2003.
Assumption/Hypothesis
Dropping of daily temperature would change the
treescolor and start the leaves falling.
Prediction
Reaching a 5 oC average daily temperature would result
to 90% of the trees leaves fall.
 Example: Table 1. SCORES OF 10 STUDENTS IN A 20-ITEM TEST FOR
PHYSICS AND MATHEMATICS
How will you describe this results?

Measures of Central Tendency Student Physics Mathematics

Mean A 10 11
Median B 8 10
C 9 12
Mode
D 12 10
Mean: E 10 6
__
X = X F 7 3
n G 10 10
Median: H 9 7
I 14 17
Md = n+ 1 th observation
2 J 11 14

Mode= the observation with the highest

frequency
Mean (Physics)=10+8+9+12+10+7+10+9+14+11
10
= 10

Mean (Math)=11+10+12+10+6+3+10+7+17+14
10
= 10
Median (Physics)=n +1 th observation Student Physics Mathematics
2 1 7 3
=10+1 th observation
2 2 8 6
= 11 th observation
2
3 9 7
=5.5 th observation 4 9 10
= 10
5 10 10
6 =
Median 10
10 10
10
7 10 11
Median (Math)=n +1 th observation 8 11 12
2 9 12 14
=10+1 th observation
2 10 14 17
= 11 th observation
2 Mean 10 10
=5.5 th observation Median 10 10
= 10
Mode 10 10
 Descriptive Statistics
Frequency Distribution in Tabular Form:

Table 2. Academic performance of Indigenous

students of Kiman-anao ES, SY 2011-2012
Description Frequency

Poor 28.00

Fair 87.00

Good 7.00

Very Good 0.00

Excellent 0.00

Source:Katigaman,pp.12
 Descriptive Statistics
Frequency Distribution in Graphical Form:

Figure 2 . Academic performance of Indigenous students of Kiman-anao Elementary

School, S.Y 2011-2012

100.00
90.00
Frequency Distribution

80.00
70.00
60.00
50.00
87.00
40.00
30.00
20.00
28.00
10.00
7.00
0.00 0.00 0.00
Poor Fair Good Very Good Exellent

Description

Source:Katigaman,pp.12
 Descriptive Statistics

Frequency Distribution in Pie Graph:

Description
Poor
Fair
Good
Very Good
Excellent
N NAT MPS Parent's Contributions Parent's Attendance Parent's Attendance Average Parents' Support

(percentage) (percentage)Gen.Ass. (percentage)HRM

1 34 0.4 0.5 0.6 0.5
2 33 0.36 0.5 0.6 0.49
3 45 1 1 0.8 0.93
4 38 0.8 1 0.8 0.87
5 27 0.2 0 0.4 0.2
6 33 0.38 0.5 0.4 0.43
7 36 0.72 1 0.8 0.84
8 44 0.68 1 0.8 0.83
9 43 0.64 1 0.8 0.81
10 42 0.6 0.5 0.6 0.57
11 33 0.36 0 0.6 0.32
12 32 0.32 0.5 0.6 0.47
13 31 0.28 0.5 0.4 0.39
14 32 0.98 1 1 0.99
15 31 0.96 1 1 0.99
16 30 0.94 0.5 0.8 0.75
17 37 0.78 1 0.6 0.79
18 36 0.76 0.5 0.8 0.69
19 35 0.74 1 1 0.91
20 26 0.18 0.5 0.6 0.43
21 25 0.184 0.5 0.2 0.29
22 24 0.176 0 0.4 0.19
23 32 0.38 1 0.6 0.66
24 31 0.36 1 0.4 0.59
25 30 0.36 0.5 0.2 0.35
26 35 0.72 1 0.8 0.84
27 34 0.68 0.5 0.6 0.59
28 33 0.64 0.5 1 0.71
29 43 0.48 0.5 0.6 0.53
30 42 0.46 1 0.2 0.55
Table 1. Scores of 10 Students in English and Mathematics Test

Student English Score (y) Mathematics Score(x)

1 5 4
2 8 7
3 7 8
4 6 8
5 10 9
6 10 10
7 12 13
8 12 14
9 14 15
10 16 17
 Descriptive-Correlational Statistics

Given with a particular data, what statistical tools to be used?

1 2 3 4
1 Phi
Coefficient
2 Phi Tetrachoric
Coefficient Correlation
Coefficient
3 Rank biserial Rank biserial Sphearmans
Rank
4 Point biserial Biserial Multiserial Pearson
Product
Legend: 1. Real Nominal
2. Artificial Nominal
3. Ordinal Data
4. Interval/Ratio
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables

1. Phi-Coefficient (Two Real Nominal)

Sex (x)
Male (1) Female(0)
Against(0) 10 5 15
Opinion(y)
Favor(1) 6 12 18
16 17
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables

2. Tetrachoric Correlation (Two Artificial Nominal)

Exam Result (x)

Passed (1) Failed(0)
Poor (0) 10 5 15
Economic Status(y)
Rich (1) 6 12 18
16 17
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables
3. Speamans Rank Correlation (Two Ordinal Data)
Student Rank in Essay Rank in Reading
a 6 5
b 3 2
c 1 3
d 8 6
e 4 7
f 2 1
g 10 9
h 9 8
i 5 4
j 7 10
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables
4. Pearson Product-Moment Correlation (Interval/Ratio Data)
Student English Score Mathematics Score
a 5 4
b 8 7
c 7 8
d 6 8
e 10 9
f 10 10
g 12 13
h 12 14
i 14 15
j 16 17
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables
5. Point-Biserial Correlation (Interval/Nominal Data)
Children Sex Mental Dexterity
a 1 12
b 0 10
c 1 16
d 0 11
e 1 15
f 1 8
g 0 18
h 0 6
i 1 7
 Descriptive Statistics
Commonly used statistical tool in describing the
relationship between two or more variables

1. Phi-Coefficient
2. Tetrachoric Correlation Coefficient
3. Rank Biserial
4. Spearmans Rho
5. Point Biserial
6. Biserial
7. Multiserial
8. Pearson r
 Descriptive Statistics

When can we say that the two

variables we are comparing have
significant relationship?
 Correlation Principles to
Remember
For each individual in
the research, there
must be at least two
measures, or it will be
impossible to calculate
a correlation.
 Correlation Principles to
Remember

A correlation may be
statistically significant (it
didnt happen by chance) but
be weak or low which means
it is nothing to get excited
about. It has no practical
significance.
 computed/tabular p-value

Given Decision Indication

computed/tabular significant Computed value is greater than tabulated
value
p-value significant P-value is less than level of significance
 Correlation Principles to
Remember
The statistical probability is reported as p.
Some researchers report the probability of the
correlation happening by chance was p>.05 (more
than 5 out of 100) or p<.05 (less than 5 out of
100) we hope for the later as researchers
Other researchers report the actual probability;
p=.03
The first approach was used before the age of computers
Either approach is acceptable.
 Correlation Principles to
Remember
Correlations can range from( 1.00 to 1.00)
A 1.00 is a perfect positive correlation
As one variable increases, so does the other
A -1.00 is a perfect negative correlation
As one variable increases, the other variable decreases
A .00 correlation indicates no correlation
There is no relationship between one variable and another
Interpretation of the Strength of
Correlations
.00 - .20 Very Weak
.21 - .40 Weak
.41 - .60 Moderate
.61 - .80 Strong Different statisticians may
have similar but slightly
.81 1.00 - Very Strong different scales.
 Scatter plots are often used to depict
correlations

6000

5000 This chart shows a

Calories per day

strong positive
4000 correlation
3000
2000

1000
0
100 150 200 250 300 350 400
Weight
 Scatter plots are often used to depict
correlations

160 This chart shows a

Minutes of Exercise per day

140 strong negative

correlation
120
100
80
60
40
20
0
100 150 200 250 300 350 400
Weight
 Scatter plots are often used to depict
correlations

45
Miles from Krispy Creme

40 This chart shows

35 virtually no
30 correlation
25
20
15
10
5
0
100 150 200 250 300 350 400
Weight
 Excel has a statistical function. It
calculates Pearson Product
Moment correlations.
SPSS (a statistical software
program for personal computers
used by graduate students)
calculates correlations.
 Inferential Statistics
(Hypothesis Testing)

Selected and Commonly used Statistical Tool in Research

1. t- test
1.1 mean of the population
1.2 difference of means for independent samples
1.3 difference of means for dependent (correlated) samples
1.4 inference about correlation coefficients
2. z-test
2.1 inference about phi coefficient
2.2 inference about population proportion
3. ANOVA
4. MANOVA
5. ANCOVA
6. MANCOVA
In interpreting the data
Decide how you will organize or classify your data
(e.g., by individual students, by gender or subgroups,
by classes)
Summarize data in table/graph/chart form
Analyze quantifiable data with statistics or technical
assistance
Analyze qualitative data holistically noting important
elements or themes
 Never beg for a
relationship.
Be brave to accept
the one who
really wants to be
you
and reject the one
who just
pretends to be
with you

www.facebook.com/RelationshipPost
Daghang Salamat!!!!!!!!

Oliver U. Emata