Quantitative Research Methods: A Comprehensive Guide for Students, Study notes of Business Research Methods for Managers

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Quantitative Research Methods

FSEHS-ARC

Overview

• Research Process
• Quantitative Methods
• Designs
• Validity and Research Designs

Problems With Research Today

• Contradictory or vague findings
• Questionable data
• Unclear statements about the intent of the study
• Lack of full disclosure of the data- collection procedure
• Inarticulate rendering of the research problem

The Process of Research

Identify the Research Problem

Review the Literature

Report and Evaluate Research

Specify a Research Collect Data Purpose

Analyze and Interpret Data

The Process of Research:

Review the Literature

• Locate resources
  • Books
  • Journals
  • Electronic resources
• Select resources
  • Determine the relevant resources for the topic
  • Organize the resources by developing a “Literature Map”
• Summarize the resources in a literature review

The Process of Research:

Specify a Research Purpose

• Identify the purpose statement
  • The major intent of the study
  • The participants in the study
  • The site of the study
• Narrow the purpose statement
  • Quantitative: Write research questions and/or hypothesis
  • Qualitative: Identify a central phenomenon and write subquestions

The Research Process:

Analyze and Interpret Data

• Take the data apart to look at individual responses
• Represent the data in tables, figures, and pictures
• Explain conclusions from the data that address the research questions

Ethical Considerations in Research

• Respect the rights of the participants
• Honor the requests and restrictions of the research site
• Report the research fully and honestly

Characteristics of Quantitative

Research

• An emphasis on collecting and analyzing information in the form of numbers
• An emphasis on collecting scores that measure distinct attributes of individuals and organizations
• An emphasis on the procedures of comparing groups or relating factors about individuals or groups in experiments, correlational studies, and surveys

Characteristics of Quantitative Methods in the Process of Research Steps in the Research Process

Quantitative Characteristics

• Standard and Fixed
• Objective and Unbiased

Analyze and Interpret Data

Report and Evaluate

Collect Data

Specify a Purpose

Review the Literature

• Descriptive/Explanatory Identify a Problem
• Major Role
• Justify Problem
• Specific and Narrow
• Measurable/Observable
• Predetermined Instruments
• Numeric Data
• Large Numbers
• Statistical
• Description of Trends
• Comparisons/Predictions

Method, Research, Approach and Design

(Edmonds & Kennedy, 2012)

Edmonds, W. A., & Kennedy, T. D. (2012). An applied reference guide to research designs: Quantitative, qualitative, and mixedmethods. Thousand Oaks, CA: Sage.

Level Explanation METHOD 1^ The^ method can be quantitative, qualitative, or mixed (e.g., a quantitative method^ is the theoretical, philosophical, and data analytic perspective. The method 1 ). ▼ ▼ RESEARCH 2^ Research^ collection techniques. Research can be experimental, quasi experimental (e.g., a quantitative method^ refers to the systematic process of group assignment, selection, and data-experimental, or non- 1 and experimental research 2 ). ▼ ▼

APPROACH 3 theoretical model of how the data will be collected, and (b) if one case, one group, or^ The^ approach^ is the first step to creating structure to the design, and it details (a) a multiple groups will be associated with the process (e.g., a quantitative method experimental research 1 , 2 with a between-subjects approach 3 ). ▼ ▼

DESIGN 4 which data will be collected or how and when the data will be analyzed using qualitative^ The^ design^ is the actual structure or framework that indicates (a) the time frame(s) in of groups that will be involved (e.g., a quantitative method^ methods, (b) when the treatment will be implemented (or not), and (c) the exact number between-subjects approach 3 and a pre- and posttest control group design^1 , experimental research 4 ).^2 with a

Experimental research utilizing a between- subjects approach with a pre- and posttest control group design

Chao, P., Bryan, T., Burstein, K., & Ergul, C. (2006). Family-centered intervention for young children at-risk for language and behavior problems. Early Childhood Education Journal, 34 (2), 147-153.

Assignment Group Pretest Treatment Posttest R 1 ( n = 22) TELD-3, ECBI Family-CenteredIntervention TELD-3, ECBI R 2 ( n = 19) TELD-3, ECBI - TELD-3, ECBI Time ►

Research Question: Does active parent engagement in selecting and using routine-based activities have a positive effect on children's language and appropriate behavior development?

Nonexperimental research utilizing a survey approach with a cross-sectional design

Jones, M. A., Stratten, G., Reilly, T., & Unnithan, V. B. (2004). A school-based survey of recurrent non-specific low-back pain prevalence and consequences in children. Health Education Research, 19 (3), 284-289.

Research Question: What evidence exists to demonstrate the prevalence and consequences of recurrent low-back pain in children?

Variable ( N = 500) Time point 1 Low-back pain Low survey-back pain

Threats to Internal Validity (examples) Threat Explanation

History

Any event that occurs during the time of the treatment and the posttest that could affect the outcome (e.g., natural life events such as a death in the family, change in job, or moving).

Maturation The natural process of changing, growing, and learning over time.

Testing

The effects of practice familiarity in taking the same test more than once (e.g., the participant who takes the same math achievement test twice in the pre- and posttest measures may improve performance simply because of the familiarity with the test)

Instrumentation The change in a measuring instrument over time (i.e., some instruments undergo revisions).

Edmonds, W. A., & Kennedy, T. D. (2010). A reference guide to basic research design for education and the social and behavioralsciences. New York, NY: Pearson.