1.
JEFFREY A. LUCEROMPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEDr, FIIER
Healthcare Provider, Educator, Research Generalist
RESEARCH
DESIGN

2.
What is research design?
What is its significance in
writing a research paper?
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

3.
During the session, the participants are expected to:
1. Familiarize with the definition, purpose and nature
of different research designs
2. Identify the different research designs in
quantitative method; and
3. Select what research design can be applicable for a
given research problem.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

4.
Research Design
Definition
“Research design is a master plan specifying the methods and procedures for
collection and analyzing the needed information” -William Zikmund
“ Research design is the plan, structure and strategy of investigation conceived so
as to obtain answers to research questions and to control variance” -Kerlinger
Methods
Questions
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

5.
Identifying the appropriate
method of gathering information
Ideal to solve the problem
identified
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

6.
Approaches in Research
Qualitative Mixed Quantitative
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

7.
Significant relationship among
variables through the use of
numbers
Meaning of responses, verbal or
non-verbal
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

8.
Quantitative Research Designs
•Describes
•Relates variables
Non-
Experimental
•Cause and effect
Experimental
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

9.
Quantitative Research Designs
Non-Experimental
Descriptive Research Design
Longitudinal Research Design
Correlational Research Design
Experimental
True Experimental Design
Quasi-Experimental Design
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

10.
Non-Experimental Research Design (1)
• Descriptive Research Design
• A design used to describe a certain condition or phenomenon
in a given sample using quantifiable descriptors.
• It involves the use frequency count, percentage, Likert scale,
mean, and standard deviation in answering the research
questions.
• Example:
• A teacher wants to determine the number of her students, grouped
according to their sex, who are still non-readers.
• A teacher wants to determine the general academic performance of
her students in mathematics.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

11.
Non-Experimental Research Design (2)
•Longitudinal Research Design
• A design used to describe a certain condition or
phenomenon in a given population using quantifiable
descriptors.
• It involves the use frequency count, percentage, Likert
scale, mean, and standard deviation in answering the
research questions.
• It is the prolonged process of a descriptive research.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

12.
Non-Experimental Research Design (3)
•Correlational Research Design
•A design used to seek significant relationship
between identified variables.
• Example:
• A teacher wants to find out if sex can be a predictor of
performance in English in his class.
• A teacher wants to determine if belonging to a broken
family has a relationship to the students’ attitude towards
attending classes.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

13.
Experimental Research Design (1)
•True Experimental
•Characteristics:
•Randomization
•Manipulation
•Control
The absence of
ONE
characteristic then
makes the research
quasi-experimental.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

14.
Experimental Research Design (2)
•Quasi-Experimental
•Pre-experimental
•Time series design
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

15.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

16.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

17.
Definitions
• Experimental Treatments
• Alternative manipulations/intervention of the independent variable being
investigated
• Experimental Group
• Group of subjects exposed to the experimental treatment
• Control Group
• Group of subjects exposed to the control condition
• Not exposed to the experimental treatment
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

18.
•Extraneous Variables
•Variables other than the manipulated
variables that affect the results of the
experiment
•Can potentially invalidate the results
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

19.
Symbolism for Diagramming Experimental
Designs
X = exposure of a group to an experimental
treatment
O = observation or measurement of the dependent
variable
If multiple observations or measurements are taken,
subscripts indicate temporal order –
I.e., O1, O2, etc.
= random assignment of test units;
individuals selected as subjects for the
experiment are randomly assigned to the
experimental groups
R

20.
Pre-Experimental Designs
• Do not adequately control for the problems
associated with loss of external or internal validity
• Cannot be classified as true experiments
• Often used in exploratory research
• Three Examples of Pre-Experimental Designs
• One-Shot Design
• One-Group Pretest-Posttest Design
• Static Group Design
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

21.
1. One-Shot Design
• A.K.A. – after-only design
• A single measure is recorded after the treatment is
administered
• Study lacks any comparison or control of extraneous
influences
• No measure of test units not exposed to the
experimental treatment
• May be the only viable choice in taste tests
• Diagrammed as: X O1
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

22.
SAMPLE PROBLEM
One-Shot Design
A group of students were given a lecture about
sentence patterns in English and then were
given a some exercises about it.
Diagrammed as: X O1
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

23.
2. One-Group Pretest-Posttest Design
• Subjects in the experimental group are measured
before and after the treatment is administered.
• No control group
• Offers comparison of the same individuals before and
after the treatment (e.g., training)
• If time between 1st & 2nd measurements is extended,
may suffer maturation
• Can also suffer from history, mortality, and testing
effects
• Diagrammed as O1 X O2
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

24.
SAMPLE PROBLEM
One-Group Pretest-Posttest Design
Students in a homogenous section were given a
diagnostic test in Mathematics. Then, they designed a
software to improve learning outcomes in this
subject. Afterwards, they were given an achievement
test to show how technology can be successfully
implemented in schools.
• Diagrammed as O1 X O2
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

25.
3. Static Group Design
•A.K.A., after-only design with control group
•Experimental group is measured after being exposed to the
experimental treatment
•Control group is measured without having been exposed to
the experimental treatment
•No pre-measure is taken
•Major weakness is lack of assurance that the groups were
equal on variables of interest prior to the treatment
•Diagrammed as: Experimental Group X O1
Control Group O2
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

26.
SAMPLE PROBLEM
Static Group Design
A teacher is handling two groups of non-readers. In order to find
out the effectiveness of her intervention, she applied it to one
group while applying a traditional approach to the other.
• Diagrammed as:
• Experimental Group X O1
Control Group O2
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

27.
True-Experimental Designs
• It can establish cause and effect relationships
• Supports or refutes a hypothesis using statistical analysis
• There are three criteria that must be met in a true experiment
Control group and experimental group
Researcher-manipulated variable
Random assignment
• Three Examples of True-Experimental Designs
• Pretest-Posttest Control Group Design
• Posttest-Only Control Group Design
• Solomon Four-Group Design
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

28.
1. Pretest-Posttest Control Group Design
• A.K.A., Before-After with Control
• True experimental design
• Experimental group tested before and after treatment
exposure
• Control group tested at same two times without
exposure to experimental treatment
• Includes random assignment to groups
• Effect of all extraneous variables assumed to be the
same on both groups
• Do run the risk of a testing effect
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

29.
Pretest-Posttest Control Group Design
• Diagrammed as
• Experimental Group: O1 X O2
• Control Group: O3 O4
• Effect of the experimental treatment equals
(O2 – O1) -- (O4 – O3)
R
R
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

30.
SAMPLE PROBLEM
Pretest-Posttest Control Group Design
Researchers want to monitor the effect of a new teaching
method upon two groups of children, both with pretest and
posttest. Only the second group has the treatment. Other
areas include evaluating the effects of counseling, testing
medical treatments, and measuring psychological constructs.
The only stipulation is that the subjects must be
randomly assigned to groups, in a true experimental design.
• Diagrammed as
• Experimental Group: O1 X O2
• Control Group: O3 O4
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

31.
2. Posttest-Only Control Group Design
• A.K.A., After-Only with Control
• True experimental design
• Experimental group tested after treatment exposure
• Control group tested at same time without exposure to
experimental treatment
• Includes random assignment to groups
• Effect of all extraneous variables assumed to be the
same on both groups
• Do not run the risk of a testing effect
• Use in situations when cannot pretest
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

32.
Posttest-Only Control Group Design
•Diagrammed as
• Experimental Group: X O1
• Control Group: O2
•Effect of the experimental treatment equals
(O2 – O1)
R
R
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

33.
SAMPLE PROBLEM
Posttest-Only Control Design
A teacher is handling two groups of non-
readers. In order to find out the effectiveness
of her intervention, she applied it to one group
while applying a traditional approach to the
other.
•Diagrammed as:
• Experimental Group: X O1
• Control Group: O2
R
R
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

34.
3. Solomon Four-Group Design
• True experimental design
• Combines pretest-posttest with control group design
and the posttest-only with control group design
• Provides means for controlling the interactive testing
effect and other sources of extraneous variation
• Does include random assignment
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

35.
Solomon Four-Group Design
• Diagrammed as
• Experimental Group 1: O1 X O2
• Control Group 1: O3 O4
• Experimental Group 2: X O5
• Control Group 2: O6
• Effect of independent variable (O2 – O4) & (O5 – O6)
• Effect of pretesting (O4 – O6)
• Effect of pretesting & measuring (O2 – O5)
• Effect of random assignment (O1 – O3)
R
R
R
R
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

36.
SAMPLE PROBLEM
Solomon Four Group Design
A researcher would like to find out the effect of reading
intervention in the student’s English academic grade. All
groups undergo randomization. First group, students with
intervention, pretest & posttest. Second group, students
with pretest & posttest only. Third group, students with
intervention & posttest. Fourth group, students were given
posttest only.
• Diagrammed as
• Experimental Group 1: O1 X O2
• Control Group 1: O3 O4
• Experimental Group 2: X O5
• Control Group 2: O6
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

37.
• Involves periodic measurements on the dependent variable for a
group of test units (one group only)
• After multiple measurements, experimental treatment is
administered (or occurs naturally)
• After the treatment, periodic measurements are continued in order
to determine the treatment effect
• Diagrammed as:
O1 O2 O3 O4 X O5 O6 O7 O8
Time Series Designs
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

38.
Time Series Design
To examine the effect of using an online classroom on the
academic performance of students in biology, The students’
performance is measured once before the program, and then 3
weeks after the program, and at the end of one quarter following
program implementation. The outcomes at different time points
are compared to assess the program effect.
SAMPLE PROBLEM
Diagrammed as:
O1 O2 O3 O4 X O5 O6 O7 O8
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

39.
• A series of periodic measurements is taken from two
groups of test units (an experimental group
and a control).
• The experimental group is exposed to a treatment and
then another series of periodic measurements is taken
from both groups.
Diagrammed as:
O1 O2 O3 O4 O5 O6 O7 O8
O1 O2 O3 O4 X O5 O6 O7 O8
Multiple Time Series Design
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

40.
Multiple Time Series Design
Suppose that a weight loss study used different follow-up procedures for
experimental and control group participants. The researchers assess
weight data after one year by telephoning control group participants, but
they have the intervention participants come in to the clinic to be
weighed. Then the weight differences between the groups could be due
to differing assessment procedures, rather than to the intervention.
SAMPLE PROBLEM
Diagrammed as:
O1 O2 O3 O4 O5 O6 O7 O8
O1 O2 O3 O4 X O5 O6 O7 O8

41.
©JALucero, MPMG, MAEd, MAN, RN, CSE, SHNC, FRIN, FRIEdr, FIIER

42.
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