Research design and research approach are often used interchangeably but have distinct meanings. Research design provides the overall plan for conducting a research study, including key elements like the research approach, variables, sampling, data collection methods, and analysis. The research approach, such as qualitative or quantitative, is an important component that governs the research design. An effective research design considers factors like the nature of the research problem, resources, participants, ethics, and controls extraneous variables. It allows the researcher to systematically answer research questions or test hypotheses.

1. MR. JAYESH PATIDAR
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2.  Research approach & research design are two
terms that are frequently used
interchangeably; however research design is a
broader plan to conduct a study, & research
approach is an important element of the
research design, which governs it.
 A research design is the framework or guide
used for the planning, implementation, &
analysis of a study.
 It is a systematic plan of what is to be
done, how it will be done, & how the data will
be analysed.
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3.  Research design basically provides an
outline of how the research will be carried
out & the methods that will be used.
 It includes the descriptions of the research
approaches, dependent & independent
variables, sampling design, & planning
format for data collection, analysis &
presentation.
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4.  The research design is the master plan specifying the
methods & procedures for collecting & analyzing the
needed information in a research study.
 Research design can be defined as a blue print to
conduct a research study, which involves the description
of research approach, study setting, sampling
size, sampling technique, tools & method of data
collection & analysis to answer a is specific research
questions or for testing research hypothesis.
 Research design is a plan of how, when & where data are
to be collected & analyzed.
 Research design is the researcher’s overall plan for
answering the research questions or testing the research
hypothesis.
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ELEMENTS
OF
RESEARCH
DESIGN
The approach
Qualitative
Quantitative
Or both
With/without
a conceptual
framework
Population, sample
& sampling
technique
Time & place of
data collection
Tools & Methods of
data collection
Method of data
analysis

7.  It involves the description of the plan to investigate the
phenomenon under study in a structured
(quantitative), unstructured (qualitative) or a
combination of the two methods (quantitative-
qualitative integrated approach).
 Therefore, the approach helps to decide about the
presence or absence as well as manipulation & control
over variables.
 It also helps to identify the presence or absence of &
comparison between groups.
 The approach of research study depends on several
factors, but primarily on the nature of phenomenon
under study.
 At this stage of the research study, conceptual
framework may or may not be incorporated.www.drjayeshpatidar.blogspot.in

8.  Research design also provides the researcher
with directions about population, sample &
sampling technique, which will be used for the
research study.
 For example, in an ethnographic qualitative
research design, a researcher gets the directive
that the population will be a specific cultural
group & the study will include a small sample
selected through a nonprobability sampling
technique.
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9.  Time (specifying days, months, & years of
study), location (study setting) & the sources
of the requisite data are the other important
constituents essential to ensure effective
planning to conduct a research study.
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10.  This element of research design involves the
description of different tools & methods of
data collection, for
example, questionnaires, interview, direct
observation or any other methods that suit
the particular approach of the research as
well as nature of the phenomenon under
study.
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11.  A research design must also include the
description of the methods of data analysis -
either quantitative or qualitative data analysis
techniques – that helps the researcher to
collect the relevant data, which later can be
analysed as per the research design plan.
 Without a formal plan of data analysis a
researcher may collect irrelevant data, which
can later become difficult to analyse.
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13.  Research designs are plans & the procedures for
research that span the decisions from broad
assumptions to detailed methods of data
collection & analysis.
 In order to meet the aims & objectives of a
study, researchers must select the most
appropriate design.
 The selection of a research design largely
depends on the nature of the research
problem, the resources available
(cost, time, expertise of the
researcher), accessibility of subjects, & research
ethics.
 However, the main factors which affect the
selection of research design are as follow:www.drjayeshpatidar.blogspot.in

14. Nature of the research problem: This is the most
important factor, which helps the researcher to
decide about the selection of a research design.
Based on the nature of research problem or
phenomenon, researchers decide whether it should
be investigated through an experimental, quasi-
experimental, or nonexperimental approach.
Purpose of the study: Study may be conducted for
the purpose of
prediction, description, exploration, or correlation
of the research variable. Therefore, the purpose of
the research study helps the researcher to choose a
suitable research design.www.drjayeshpatidar.blogspot.in

15. Researcher’s knowledge & experience: Selection
of research design is largely influenced by the
researcher’s knowledge & experience, because
they avoid using those designs wherein they lack
confidence, relevant knowledge, or experience.
Researcher’s interest & motivation: Interest &
motivation levels help researchers decide about
the particular research design(s). Motivated
researchers always analyse most aspects of
research design before selecting one or a
combination, while casual & callous researchers
may choose research design(s) that may lead to
failure.
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16. Research ethics & principle: The incorporation &
application of ethical & legal principles in the
research design are essential. This includes
moral obligations such as respect for participants
& their rights, informed consent, & protection
from harm, including any adverse effects to
educational progress, health & well-being.
Selection of a research design is
significantly influenced by the ethics of the
research study. For example, a researcher may be
willing to conduct a research study through a
certain experimental approach, but problems of
ethical approval may stop the researcher to do so
& he or she may have to settle for another
available possible research design.
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17. Subjects/participants: The number & availability
of study subjects may influence the selection of
research design. If only few subjects are
involved, an in-depth qualitative researcher may
opt for qualitative research design.
Resources: None of the researcher can conduct
without resources such as
money, equipments, facilities, & support from
collegeagues. However, some of the studies
require more amounts of resources as compared
to others. Therefore, the selection of a research
design may be affected by the availability of
resources for the research study.
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18. Time: Time is also a major deciding factors for
the selection of research design. For example, a
researcher needs more time to conduct
longitudinal studies, while cross-sectional
studies may be conducted in shorter time.
Therefore, time is also a significant contributing
factor in selection of a research design.
Users of the study findings: A research design
also various methods of data collection & data
analysis. Therefore, while choosing a research
design, researcher must ensure that research
design is as appropriate for the users of the
study findings as possible, so that maximum
advantage of the results can be obtained.
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19. Possible control on extraneous variables: An
efficient design can maximize result, decrease
errors, & control pre-existing or impaired
conditions that may affect the outcome of the
study. The maximized efforts of the researcher
should maximize control. Therefore, possible
control over the extraneous variables may affect
the selection of a research design. For
example, a researcher wants to conduct a study
through true-experimental design but because
of inability to control selected extraneous
variables, other similar design has to be opted
for, such as quasi-experimental or pre-
experimental research design.
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21.  There are two important criteria
for evaluating the credibility &
dependability of the research
results:
Internal validity
External validity
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22.  It validates whether the independent variables
actually made a difference.
 Campbell & Stanley (1963) used the term internal
validity to refer to the extent to which it is
possible to make an inference that the
independent variable is truly influencing the
dependent variable.
 In the internal validity, the independent variable
is responsible for variation in dependent
variable.
 Internal validity demands a tighter control over
study to maximize the effectiveness of the
results.
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23.  Internal validity is helpful in making the inference
that the independent variable influences the
dependant variable.
 According to Campell & Stanley (1966), six major
extraneous variables have been identified which
can jeopardize the internal validity. They are
known as threats to the internal validity are as
follows:
 History
 Maturation of subjects
 Testing
 Instrumentation changes
 Mortality
 Selection bias
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24.  The threat of history occurs when some event beside
the experimental treatment occurs during the course of
study, & this events even influences dependent
variables.
 For example, you are conducting a health teaching
programme on the importance of breast self
examination (BSE), while recently a famous film actress
is diagnosed to be suffering from breast cancer.
 It catches media attention. Medical experts are
interviewed , & the importance of BSE is supported.
 All major television channels & newspapers starts
reporting on the importance of BSE.
 While you find that the BSE activity has improved, you
as a researchers may not be able to conclude if the
change in behavior is the result of your teaching
programme or it is a result of the diagnosis of the
affliction of the movie actress & the subsequent media
coverage.
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25.  When experimental research is carried on for a
long period of time over a group of
subjects, there may be changes in the subjects in
different ways, like in children there is increase in
height, weight, etc.
 So maturation is a threat to internal validity.
 For example, a researcher is interested in
assessing the effect of particular nutritional
protocol on the weight & height of the
malnourished children.
 If this experiment is conducted for vary long
period, it is difficult to make out whether the
effect on weight & height is due to maturation or
nutritional protocol.
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26.  It refers to the effect of taking a pretest of
subjects’ performance post-test.
 The effect of taking a pretest may sensitize
an individual & improve the score of the
post-test.
 Individuals generally score higher when they
take test a second time regardless of the
treatment.
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27.  Another threat related to measurement is that of
instrumentation.
 This bias reflects changes in measuring
instruments or methods of measurements
between two points of data collection.
 Instruments like
thermometer, sphygmomanometer, weighing
scale, tape measure, etc. should be checked for
their accuracy at regular intervals, & same
instruments should be used throughout the
study to minimize the instrument-related error
of the internal validity.
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28.  Mortality is the loss or dropout of study
subjects during the course of study.
 If the subjects who remain in the study or join
later are not similar to those who dropped
out, the results could be affected.
 For example, a researcher conducting a
longitudinal study wherein a subject who
participated in first round of the data
collection may not be available for the second
or other rounds of data collection.
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29.  If the subjects are not selected randomly for
participation in groups, then there is a
possibility that the groups which will be
compared may not be equivalent.
 The effect on the dependant variable may be
due to some other factors.
 For example, if two different classes are used to
test the effects of two types of lecture methods
or if subjects are selected in a nonrandom
way, the effect on the dependant variables could
be because of other heterogeneous factors
rather than the types of lecture methods.
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30.  It refers to the extent to which the results can be
generalized to a large population.
 External validity researches under what
conditions & in which type of subjects the same
results can be expected to be replicated, or
whether the same intervention will work in
another setting & with different subjects.
 External validity explores the generalization
beyond specific experiment, to check if the
results & findings come out to be same with
other settings, or with other subjects
population, but related variables.
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31.  The factors that may affect external validity
are:
 Hawthorne effect
 Experimental effect
 Reactive effect of pretest
 Novelty effect
 People
 Place
 Time
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32.  Subjects may behave in a particular manner
because they are aware that they are being
observed & this is called the Hawthorne
Effect.
 Subjects have the knowledge that they are
involved in research study, thus affecting the
result.
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33.  Experimental effect is a threat to study results
when researcher’s
characteristics, mannerisms, or behavior may
influence subject behavior.
 Examples of researcher’s characteristics or
behavior are facial
expressions, clothes, age, gender, body
built, etc.
 Thus, the way researcher dresses up or his or
her gender can influence the way in which
respondents answer research questions.
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34.  The reactive effect of the pretest occurs when
subjects have been sensitized to the treatment
because of taking a pretest.
 People might not respond to the treatment in the
manner they finally do if they had not received the
pretest.
 For example, a researcher wants to conduct a study
to assess the effect of a health education programme
on the awareness of HIV/AIDS among people.
 In this instance, researcher conducts a pretest to
collect baseline data before health education.
 This pretest may sensitize the subjects to learn about
the HIV/AIDS irrespective of health education is
provided or not to the subject.
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35.  When a treatment is new, subjects &
researcher might behave in different ways.
 They may be enthusiastic about new methods
of doing things. Once treatment is more
familiar & as the novelty wears off, results
might different.
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36.  For example people of a specific race such as
whites have high prevalence of coronary
artery disease compared to the blacks.
 Therefore, a generalization made for whites
will not be applicable for blacks. Hence, this
is threat to external validity.
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37.  For example the people living in high
altitudes have high hemoglobin (Hb) levels
because at higher altitudes the requirement
of oxygen is more, due to which there is
more production of red blood cells (RBCs).
 However, the Hb level of the people living on
the plains is lower in comparison, so a
generalization for people of hilly areas is not
applicable for people living on plains.
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38.  If a research was carried out on a community
in 1990 & then again in 2000, the results of
these two researches would be different.
 Therefore, older results cannot be
generalized over periods of time as societies
& circumstances constantly change.
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40.  Generally research designs are
classified into two broad categories, &
several subtypes
1. Quantitative research design
2. Qualitative research design
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42. Broad Categories Types of Research Design Main Features
I. Experimental
research design
1. True experimental
design
- Post-test –only control
design
- Pre-test-posttest control
group design
- Solomon four-group
design
- Factorial design
- Randomized block
design
- Crossover design
Manipulation of independent
variable, in the presence of
control group,
randomization
2. Quasi-experimental
design
- Nonrandomized control
group design
- Time-series design
Manipulation of independent
variable, but absence of
either randomization or
control group.
3. Pre-experimental design
- One-shot case design
- One-group pretest-
post-test design
Manipulation of independent
variables, but limited control
over extraneous variables,
no randomization & control
group.
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43. Broad Categories Types of Research Design Main Features
II. Nonexperimental
research design
1. Descriptive design
- Univariant descriptive
design
- Exploratory descriptive
design
- Comparative
descriptive design
Accurate description of
characteristics of individual,
situation, or group, & the
frequency with which a
certain phenomenon occurs
in natural setting without
imposing any control or
manipulation
Univariant descriptive:
Studies undertaken to
describe the frequency of
occurrence of a phenomenon
rather than to study
relationship
Exploratory: Investigating
the phenomenon & its
related factors about which
very little is known
Comparative: Comparing
occurrences of a
phenomenon in two or more
group.www.drjayeshpatidar.blogspot.in

44. Broad Categories Types of Research Design Main Features
2. Correlational/Ex post
facto design
- Prospective design
- Retrospective design
Examining the relationship
between two or more variables in
a natural setting without
manipulation or control (cause &
effect relationship)
Prospective: Examining
relationship from cause to effect.
Retrospective: Examining
relationship from effect to cause
3. Developmental
Research Design
- Cross-sectional design
- Longitudinal design
Examining the phenomenon in
respect to the time
Cross-sectional: Examining the
phenomenon only at one point in
time
Longitudinal: Examining the
phenomenon at more than one
point in time.
4. Epidemiological design
-Case-control studies
- cohort studies
The investigation of the
distribution & causes of disease
in a population is known as
epidemiology.www.drjayeshpatidar.blogspot.in

45. Broad Categories Types of Research Design Main Features
5. Survey research design Survey studies are
investigation in which self-
reported data are collected
from sample with the
purpose of describing
population on some
variables of interest.
III. Other
additional
research design
1. Methodological studies Research conducted to
develop, test, & evaluate the
research instruments &
method.
2. Meta-analysis Quantitatively combing &
integrating the findings of
the multiple research studies
on a particular topic.
3. Secondary data analysis A research design in which
the data collected in one
research is reanalysed by
another researcher, usually
to test new hypotheses.www.drjayeshpatidar.blogspot.in

46. Broad Categories Types of Research Design Main Features
4. Outcome research Outcome research involves
the evaluation of care
practices & systems in place.
It is used in nursing to
develop evidence-based
practice & improve nursing
actions.
5. Evaluation studies It is research design which
involves the judgment about
success of a programmes,
practices, procedures, or
policies.
6. Operational research Operational research
involves the study of
complex human
organizations & services to
develop new knowledge
about institutions,
programmes, use of
facilities, & personnel in
order to improve working
efficiency of an organizationwww.drjayeshpatidar.blogspot.in

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48. Types of research designs Main features
Phenomenological
research
Phenomenological research examines human
experiences through the descriptions provided by
people involved.
Ethnographic research Ethnographic research involves the information
collected from certain cultural groups, by living with
people of those groups & from their key informants,
who are believed to be most knowledgeable about
the selected culture.
Grounded theory Theory is developed inductively from a corpus of
data acquired by a participant-observer
Case studies Research on a phenomenon by studying in depth a
single case example. The case can be an individual
person , an event , a group, or an institution.
Historical research Systematic collection & objective evaluation of data
related to past occurrences in order to test
hypotheses concerning causes, effects, or trends of
these events that may help to explain present
events & anticipate future events.
Action research Action research seeks action to improve practices &
study the effect of the action that was taken.www.drjayeshpatidar.blogspot.in

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