Research approach and design

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It is a plan structured and strategy of
investigation of answering the
research question.
It is a over all plan or blue print, the
researcher select to carry out their
study.

 To provide answer to research question.
 To control the variants.

1. Subject – individual who take part in study or who will
be observed in the study.
2. Variables – focus of study.
3. Time – frequency (how often, when observation done)
4. Setting – natural or laboratory setting
5. Investigator role – in some condition unobtrusive, or
allocate participant to different condition

QUANTITATIVE QUALITATIVE
• CASE STUDY
• GROUNDED THEORY
•PHENOMENOLOGICAL
•ETHENOGRAHIC
•HISTORICAL RESEARCH
EXPERIMENTAL
NON-EXPERIMENTAL
• TRUE EXPERIMENTAL
•QUASI EXPERIMENTAL
•PRE EXPERIMENTAL
• DESCRIPTIVE
•RELATIONSHIP
•SURVEYS
•CAUSE-COMPARATIVE
•PREDICTIVE
•DEVELOPMENTAL

1. QUANTITATIVE
 It involves the systematic collection of numerical
information often under the condition of considerable
control.
 statistical analysis become more objective in nature.
2. QUALITATIVE
 It involves the systematic collection of subjective
information often under the condition of minimum control.
 statistical analysis become more subjective in nature.

SR.
NO.
QUANTITATIVE QUALITATIVE
1. Focus on specific concept Focus on entire phenomena
2. Begins with preconceive thought
about how the concept are related
Begins with preconceive
thought but gives more stress
on people interpretation
3 Use structured procedure and
formal instrument to collect data
No Use of structured procedure
and formal instrument to
collect data
4. Collect information under
condition of control
Minimal control
5. Objectivity Subjectivity
6. Focus on small group Focus on large group
7. More time in processing of data More time in selection of
subject and study

 QUANTITATIVE
1. EXPERIMENTAL- It establishes the
cause and effect relationship.
ESSENTIAL CHARACTERSTICS OF EXPERIMENTAL
RESEARCH DESIGN
RANDOMIZATION
CONTROL MANIPULATION

 participant being assigned to either
receive (exp. Group) or not receive
(control group).
 METHODS-
1. Lottery method
2. Tossing a coin
3. Random number table
RANDOMIZATION

 It is the process of maneuvering the
intervention, so that its effect on the
dependent variable can be observed /
measure.
MANIPULATION

 It refers to a group of subjects, whose
performance is used to evaluate the
performance of exp. Group on same D.V
 it is for elimination of bias
CONTROL

1. TRUE EXPERIMENTAL DESIGN
1.1 classic exp. Design / pre test-post test
control group design
R O1 x O2 (exp. Group)
R O1 O2 (control group)
TYPES OF EXPERIMENTAL
RESEARCH DESIGN

1.2 post test only control group design
R x O2 (exp. Group)
R O2 (control group)

1.3 Solomon four group design
R x O5 (exp. Group)
R O6 (control group)

2.1 Non equivalent control group design
2. QUASI EXPERIMENTAL DESIGN
In this design full exp. Control but usually
randomization is not possible

2.2 Time series design
R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group)

2.2 Multiple Time series design
R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group)
R O1 O2 O3 O4 O5 O6 O7 O8 (control grp)

3.1 One shot case study design
R ---- x O2 (exp. Group)
3. PRE - EXPERIMENTAL DESIGN
• This design, fail to include a control and
randomization.
 A single group is often studied but no
comparison

3.2 One group pre test-post test design
3. PRE - EXPERIMENTAL DESIGN

 QUANTITATIVE
2. NON-EXPERIMENTAL-
a) No treatment or No intervention.
b) does not determine cause and effect.
c) mainly examine the present situation.

2.1 DESCRIPTIVE DESIGN
a) Intended to describe.
b) Effective when the area has been previously studied.
c) describe achievement, attitude, behavior or other
characteristic of a group.
d) does not involve manipulation of variable (I.D)
use- provide data for initial investigation of an area.
Imp. Issue-
• cannot make conclusion about relationship studied.
Typical analysis – graph, charts, table
EX-
• how much do college students exercise?
• What do teachers think about merit pay?

2.2 RELATIONSHIP STUDIES
a) Investigate the degree to which variation in one
variable related to variation in another variable.
b) mainly it shows the relationship between variables.
Typical analysis – correlation
EX-
• What is the relationship between leadership style
and tenure as a leader?
• Age and weight?

2.3 PREDICTIVE STUDIES
a) It allow us to calculate the value of one variable
(criterion variable) based on value of another
variable (predictive variable)
b) it allow us to make estimate
Typical analysis – Regression
EX-
• Which high school applicants should be admitted to
college?

2.4 SURVEY DESIGN
a) very popular method
b) mostly used in descriptive studies.
c) it is used to learn about attitude, belief, opinion,
behavior etc.
d) data collection method may be vary but they must be
standardized.
Advantages
• Verasality
• Efficiency
• Generalization
• Cost effectiveness
• Small sample provide reliable result

2.5 CAUSE-COMARATIVE STUDIES
a) beyond relationship it describe cause and effect.
b) it divide into 2 types
1. Ex post facto
• Applied when seeking
cause and effect
relationship but cannot
do experiments.
• Ex
what is the effect of
day care on social skill
of children?
2. Correlation
• More sophisticated
studies to investigate
cause and effects.
• Consider extraneous
variables.

2.5 DEVELOMENTAL STUDIES
it divide into 4 types
1. Cross sectional
• Studies examine data
at some point in time,
that the data are
collected on only one
occasion with the
same subjects.
2. Longitudinal
• Researcher collect the
data from the same
group at different oint
of time .

Contd….
3. Retrospective
• It begins with
phenomena of interest
(DV) in the present
and examination
relationship to another
variable (IDV) in the
past.
4. Prospective
• Begins with an
exploration of
assumed cause and
than move forward in
the time to the
presumed effect.

 QUALITATIVE
 This research attempts to shed light
on a phenomena by studying in depth a
single case.
 The case can be an individual person,
an event, a group or an institution.
1) CASE STUDY RESEARCH-

 QUALITATIVE
 Grounded theory is a research method that operates
almost in a reverse fashion from traditional research
and at first may appear to be in contradiction to
the scientific method.
 Four stages:
1. Codes-Identifying anchors that allow the key points
of the data to be gathered
2. Concepts-Collections of codes of similar content
that allows the data to be grouped
3. Categories-Broad groups of similar concepts that
are used to generate a theory
4. Theory-A collection of explanations that explain the
subject of the research (hypotheses)
2) GROUNDED THEORY-

 QUALITATIVE
 an inductive, descriptive research approach
developed from phenomenological philosophy;
its aim is to describe an experience as it is
actually lived by the person.
They are based in a paradigm of personal
knowledge and subjectivity, and emphasise the
importance of personal perspective and
interpretation.
3) PHENOMENOLOGICAL RESEARCH

 QUALITATIVE
 It refer to the investigation of a culture
through an in-depth study of the members of
the culture; it involves the systematic collection,
description, and analysis of data for
development of theories of cultural behaviour.
It studies people, ethnic groups and other
ethnic formations, their ethno genesis,
composition, resettlement, social welfare
characteristics, as well as their material and
spiritual culture.
4) ETHENOGRAPHIC RESEARCH-

 QUALITATIVE
 This research involving analysis of events that
occurred in the remote or recent past.
Application
• Historical research can show patterns that occurred
in the past and over time which can help us to see
where we came from and what kinds of solutions we
have used in the past.
• Understanding this can add perspective on how we
examine current events and educational practices.
5) HISTORICAL RESEARCH-

Research Design and
Validity Threats

 Internal validity
 Extent to which an observed outcome can be
attributed to a planned intervention
 refers to the extent to which the changes
observed in the DV are caused by the IV.
 External validity
 Extent to which an observed outcome can be
attributed to a replicable intervention and
generalized to other settings and populations.
 Refers to generalizability or representativeness
of the findings.

HISTORY
 An event that occurs during the intervention that
could have an impact on the results
MATURATION
 Bias from biological, natural, or social events
that can bias results

 TESTING
 Testing might cue a person in to change behavior,
regardless of the program.
 INSTRUMENTATION
 Bias in data collection instruments.

 STATISTICAL REGRESSION
 Bias from selecting a group with unusually high
or low scores on something.
 SELECTION
 Comparison groups are unequal.

 ATTRITION/SUBJECT MORTALITY
 Dropouts of subjects; if there is more than one
group, then unequal dropouts between groups.
 INTERACTIVE EFFECTS
 Frequently arises when volunteers are
compared with non volunteers.

 Social desirability
 Expectancy effect
 Hawthorne effect
 Placebo effect

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