Research Design and Its Kinds

1. KINDS AND DESCRIPTIONS
(Calmorin and Calmorin, 2012)- (Calderon and Gonzales, 1993)
Marian Grace C. Toribio
Makati Science High School

2. An outline (blueprint) of what the
researcher will do from writing the
hypothesis and its operational
implications to the final analysis of
data.

3. indicates the steps that will need
to be taken and the sequence they
will occur
each design can rely on one or
more data collection technique

4. critical consideration in determining
methodology is the selection of subjects
research design is a logical model that shows the
strategies for sample selection, development of
measurement tools, data collection as well as
methods of data processing and analysis

5. refers to the plan and structure of the investigation used to
obtain evidence to answer research questions.
describes the procedures for conducting the study,
including when, from whom, and under what conditions the
data will be obtained.
indicates how the research is setup:
what happens to the subjects and what
methods of data collection are used
(Mcmillan and Schumacher,1993)

6. The research design must include at least:
Procedures and techniques to be used for
gathering information.
The population to be studied.
Methods to be used in processing and
analyzing data.

7. HISTORICAL (what was)
DESCRIPTIVE (what is)
EXPERIMENTAL (what will be)
CASE STUDY (past, present, future)

9. HISTORY: Definition
“branch of knowledge concerned with past events, especially
those involving human affairs” (Funk and Wagnalls,1976)
“search for knowledge and truth” (Good and Scates,1972)
“any integrated narrative or descriptive of the past events or
facts written in a spirit of critical inquiry for the whole truth”
(Nevins,1978)
Ex: Biblical Research

10. HISTORICAL RESEARCH: Definition
A scientific critical inquiry of the whole truth of past
events using the critical methods in the understanding
and interpretation of facts which are applicable to
current issues and problems.
Both science and art
Based upon the reports of observation which cannot be
repeated, although similar events may occur.

11. HISTORICAL RESEARCH: Definition
A process of selecting the area or topic to
write the history about, collecting data about
events that occurred in the area or topic,
collating the data, sifting the authentic from
non-authentic, and then making the
interpretative narrative about or critical
inquiry into the whole truth of the events.

12. 3 STEPS (Good and Scates,1972)
1. COLLECTION OF DATA
documents; remains or relics of primary and secondary sources,
bibliographical procedures, organization of materials
2. CRITICISM OF COLLECTED DATA
processes of external criticism and internal criticism
3. PRESENTATION OF THE FACTS (Writing the Research Report)
Readable form involving problems of organization, composition,
exposition and interpretation

13. PRIMARY SOURCES
(only solid bases of historical work, are the original
documents or remains, the first witnesses to a fact)
SECONDARY SOURCES
(data supplied by respondents and interviewees
based on hearsay)

14. PRIMARY SOURCES
DOCUMENTS
School directives; court decisions; executive and official records; personal
materials; newspapers and journals
• School directives- orders, memoranda, circular, constitutions, laws, charters
• Executive and other official records- proceedings of admin. officers, reports of
school surveys, annual reports, course syllabi, catalogues, prospectuses
REMAINS
Physical(roads, pyramids, pottery, skeletons, fossils, etc); Equipment;
Apparatus; Teaching Aids and Devices; pictures of buildings/furnishings;
diplomas/certificates; textbooks/reference books

15. SECONDARY SOURCES
Histories of Education
Bibliographies
Encyclopedias
Ex: In making up a LIST OF OLD SCIENCE TEXTBOOKS,
encyclopedias, available articles and bibliographies on the
subject which are secondary sources may be needed aside from
other Science Textbooks as Primary sources.

16. 5 characteristics according to Helmstadter (Treece and Treece Jr.,)
1. Cannot be repeated in the same manner as in Lab.
Experiments and descriptive surveys
2. Spend vast amount of time in the library; pursue minute
details
3. Usually conducted only one person
4. Hypothesis is not always necessary; inferences are made often
5. Writing style is more flexible- interesting manner; conclusions
become subjective-no two investigators would reach the same
conclusions in a given instance

17. 1. Makes the people understand the present
better, especially the factors affecting the
present.
Ex: Philippines-Catholic nation: more than 3
centuries occupied by Spain, remain catholic for a
long time
“ History has a three-fold purpose: Giving us a
knowledge of the past, a better understanding of
the present, and means of predicting the
future.” (Lacuesta, et.al)

18. 2. Historical Information serves as a preliminary to
reform. Mistakes of the past may be avoided.
3. People become more open to change if they are
well informed about the past, especially about the
tragic events.
4. People are motivated to respect the
contributions of the people of the past to the
present state of things, especially those of heroes.

19. Searching through the past for solutions to contemporary
problems and needs;
Throw light on the present;
Gives people a sense of continuity of the past to the present;
Enables the communities to grasp their relationship with the
past to current issues;
Chronicles events enduring worth which confer upon the
individual consciousness of unity and the feeling of importance
of human achievement.

20. When it is desired to write a history of any of
the ff:
1. Any geographical area: historical site;
barangay; town; region; country etc.
2. Any institution: school; a club; army;
community; communism; etc.
3. Any important historical event: Battle of
Bataan; The Leyte Landing; World War II; etc.

22. Focuses at the present situation
To find truth:
increased in quantity of knowledge;
new generalization; new “law”
Increased insight;
Discover new casual relationship
More accurate formulation to solve problem

23. It involves the description, recording,
analysis, and interpretation of the present
nature, composition or process of phenomena
How a person, group or thing behaves or
functions in the present
Fact finding with adequate interpretation
Data must be subjected to the thinking
process in terms of ordered reasoning

24. Describes and interprets what is
Concerned with:
Conditions of relationship that exist
Practices that prevail
Beliefs
Processes that are going on
Effects that are being felt
Trends that are developing

25. The process descriptive research goes beyond
mere gathering and tabulation of data.
It involves the elements or interpretation of
the meaning or significance of what is
described.
It is combined with comparison and contrast
involving measurements, classifications,
interpretation and evaluation.
(Cited by Sanchez)

26. Providing facts on which scientific judgments may be
based
Providing essential knowledge about the nature of
objects and persons
For closer observation into the practices; behavior;
methods and procedures
Playing a large part in the development of instruments
for the measurement of many things
Data gathering instruments: questionnaires, tests, interviews,
checklists, score cards, rating scales, observation schedules
Formulating of policies: local to international level

27. 9 TYPES
1. Descriptive-survey
2. Descriptive-normative
3. Descriptive-status
4. Descriptive-analysis
5. Descriptive-evaluative
6. Descriptive-comparative
7. Descriptive-Classification
8. Correlational Survey
9. Longitudinal survey

28. Gathering of data regarding present
conditions
Providing the value of facts
Focus on the most important things to be reported
Ex: Determine the Job-Related problems of Staff
Nurses in Private and Gov’t hospital in Iloilo.
-Use questionnaire as research instrument
4 Levels: Very Serious Problem; Serious Problems;
Fairly Serious Problems; Not a Problem at All
 The data is used as basis for inferences that may aid
in solving practical problems

29. “normative”- compare local test results
with a state or national norm
Ex 1: A study on the English achievement
of Grade 10 students at the state colleges
and universities in Region 7.
- Achievement Test is the instrument
used to gather data; compare the result
with the “norm”
Ex 2: National Achievement Test

30. Seeks to answer questions to real facts relating to
existing conditions.
Determines the prevailing conditions in a group of
cases chosen for study.
Stress current conditions with the assumption that
things will change.
Ex: A study on the socio-economic status and
performance of instructors and professors of state
universities in Region 9.
- Questionnaire is used to determine the socio-
economic status and performance of instructors and
professors.

31. Describe the nature of an object by separating into
parts
Discover the nature of things
Determine the composition, structure, substructure
that occurs as units within larger structure.
Ex1: Chemistry: compound or substance-elements-
atoms-sub-atomic particles
Ex2: a study on the job analysis of personnel in
government and private hospitals: same position,
functions, responsibilities-same salary

32. Employed in natural sciences subjects:
Biology, Botany, Zoology etc.
Specimens collected are classified from
phylum to species
Ex: Conduct a taxonomic study of sea urchins
in the municipal waters of Zamboanga del
Norte Phils.
 Collect sea urchins from the different
research stations then identify and
classify according to classes and species

33. Appraise carefully the worthiness of
the current study
Ex: conduct a study on the evaluation
of an implementation of WOW (War on
Waste) in the Division of Makati
 questionnaire to evaluate the WOW;
ask teachers-higher officials to
respond

34. The researcher considers two variables (not
manipulated) and establishes a formal procedure to
compare and conclude that one is better than the
other
Ex: Conduct a study on the effectiveness of teaching
Science using Multimedia and traditional approaches
to Grade 7 students; test is used to gather data; all
are held constant except on the approaches of
teaching used; statistical tool is used
Based on the findings determine if there is significant
difference to know if one is better than the other

35. To determine the relationship of two
variables (X and Y) whether the
relationship is perfect, high, moderate, or
negligible
Perfect Positive Correlation/ Perfect negative
Correlation: seldom to happen (If student tops
in test X and test Y; lowest in Test X and Test Y)
Ex: Correlate the performance between Science
(X) and Math (Y) of Grade 7 students in Makati
Science High School; test is used to gather data;
Scattergram is the statistical tool to determine
the correlation between X and Y

36. Much time is allotted for investigation of the
same subjects of two or more points in time
Ex: A researcher wishes to set up a Science
achievements pattern to Junior High School
Students ages 13 to 16.
Take a group of 13 year old boys and girls; records
their Science achievement over regular interval
(quarterly)
Follow up the work until the same group of students
reach 16 y.o
Based on the data gathered, sets up the Science
achievement pattern from the same group of students
investigated for a long period of time.

38. A problem solving technique wherein the study is
described from the past, present and future.
*Some writers categorize case study under descriptive
design
Intensive investigation of a particular individual,
institution, community, or any group considered as a
unit which includes the developmental, adjustment,
remedial or corrective procedure that suitably
follows the diagnose of the cause of maladjustment or
of favorable development.
Usually applied by guidance counselors, midwives,
nurses, physicians, psychologists and educators

39. Not only limited to conditions of
maladjustment such as behavior problem,
underprivileged community, substandard
institutions but also to normal or well-
adjusted individuals, well organized
communities, or school which ad in
understanding the normal situation or
well-adjusted condition.

40. Comprehensive and extensive examination
of a particular individual, group or situation
over a period of time. (Mckee and Robertson, 1975)
“comprehensive study of a social unit”-be
that unit a person, social institution, a
group, a district or community.” (Young, 1966
cited by Sanchez)
…extensive and intensive investigation to
find and recommend a solution, a
treatment, or developmental procedures

41. 1. Recognition and determination of the status of the
phenomenon to be investigated
2. Collection of data related to the factors or
circumstances associated with the given
phenomenon
3. Diagnosis or identification of causal factors as basis
for remedial or developmental treatment
4. Application of remedial or adjustment measures
5. Subsequent follow up to determine the effectiveness
of the corrective or developmental measures
applied.

42. Determine the reading disability of a student.
Collect data through interview, observation schedule, and tests.
Analyze the factors associated with reading disability, for instance
physical, intellectual, pedagogical, emotional, social, or
environmental.
Diagnose the causal factors as basis for remedial treatment.
Defective vision may be the cause of difficulty in reading; apply remedial or
adjustment measure to remove the cause n poor performance in reading-
correctly fitted eyeglasses
 Follow up is necessary to determine the effectiveness of the
corrective measure applied
Note: Case study takes a long period of time due to case work done
intensively or thoroughly.

44. Method/procedure involving the
control or manipulations of
conditions for the purpose of
studying the relative effects of
various treatments applied to
members of a sample or of the same
treatments applied to members of
different samples (Good, 1972)

45. discover the influence of one or more factors upon a
condition, group or situation, purpose of which is to
discover “what will be”
describes and analyzes variables in carefully controlled
conditions as a basis for inferring or concluding
manipulating an experimental variable (IV) under
highly controlled conditions to determine how and why
a particular event occurs
(Manuel and Medel, 1976)

46.  highly controlled procedure in which
manipulated treatments or actions from a factor
or condition, called the experimental or
independent variable, are applied upon another
factor or condition, called the dependent
variable, to determine the effect of the former
to the latter, all other factors or variables being
kept constant or equal so that any change in the
dependent variable is attributed only to the
experimental or independent variable

47. 1. Experimentation lends itself to easier manipulation
because of quantitative entities.
2. Observations are done under controlled conditions.
3. Gathering of valid facts is rigorous.
4. Experimentation can be conducted in the laboratory, in
the classroom, or in the field.
5. Laboratory experiments are intensive and exacting.
6. Most often experiments are limited to a small number of
cases.
7. There is more thorough analysis of variable factors.

48. A. Single Factor Experimental Designs
1. Single Group with only a Post Test Design
2. Single Group with a Pre Test and a Post Test Design
3. Matched Groups Design
4. Randomized Multi Group with a Post Test Design
5. Randomized Multi Group with a Pre Test and a Post Test Design
B. Two Factor Experiment

49. 1. Single Group with only a Post Test Design
- Involves a thing, a person, or group subjected or exposed to a
certain experimental factor for a certain period of time.
- After the experimental period the subjects exposed to the
experimental factor are given a post test.
- Compare the achievement to the achievement of another
group unexposed to the experimental factor.
- EX: A teacher uses a PRAISE in one class but not in the other;
at the end of the grading period achievements are compared,
any excess the achievement of the class with praise is
considered due o the use of PRAISE.

50. 2. Single Group with a Pre Test and a Post Test Design
- The group is exposed to a certain experimental factor.
- However, before the start of the experiment, the group is given a
pre test about the subject matter to be covered in the experiment.
- Then, after the experiment period, the group is given the same pre
test but in a different form to avoid the effect of practice. (Post
Test)
- EX: In animal production, a new swine feed is to be tested. A group
of piglets is used. The weights are taken before feeding the new
feed. Then they are fed, after the experimental period of feeding,
the weights are taken again. The means of two sets are computed.
After the application of statistical methods, it will be known whether
the increase of weights is significant or not and whether the new
feed has a great nutrition value.

51. 3. Matched Groups Design
-Two Groups are matched in age, sex, grade level, mental ability
- One group (Experimental Group) is exposed to the IV, the other
group is not
- After the experimental period, 2 groups are given the same test
- Any excess of the control group is attributed to the exp. Factor
- EX: A farmer wanted to test the effectiveness of a fertilizer. He
prepared 2 plots (experimental plot and control plot) of the
same size with four replications in each plot. He kept the other
variables constant. After the harvest, it was found out that the
average of the four replications in the experimental plot had a
significant excess compared to the average of the control plot;
this was due to the effectiveness of fertilizer.

52. 4. Randomized Multi Group with a Post Test Design
-there are two or more experimental variables to be tested; groups are formed
equal to the number of experimental variables; members of each group are
assigned randomly to their respective groups; each experimental factor is
applied on the group to which it is assigned; all other variables are kept the
same
- after the experimental period, the same test on the lessons taken by all the
groups is given to all of them; the experimental factor assigned to a group
with the highest achievement is considered the most effective, the next is
considered the next most effective, etc.
- EX: 3 methods of teaching science is to be tested, Methods A, B, and C; 3
groups whose members are assigned randomly are formed; 3 groups, studying
the same topic are taught under the 3 different methods, one method assigned
to one group- after the experimental period, same test was given, test results
are subjected to statistical procedure, usually ANOVA( Analysis of Variance)-
relative effectiveness of the methods will be known

53. 5. Randomized Multi Group with a Pre Test
and a Post Test Design
-similar to design #4; the only difference is that
there is a PRE TEST
-After the experiment, the results of the pre-
test and those of the post-test are subjected to
some statistical methods, usually the ANCOVA
(Analysis of Co-Variance)-relative effectiveness
of the methods will be known

54. B. Two Factor Experiment
FACTORIAL DESIGN
- A 2 factor experiment in which there are 2 experimental factors involved
- EX: A researcher want to know the performance of a group of males and
females in a learning situation under the effects of varying amounts of the
memory enhancer drug; In the experiment there are 2 factors: sex (Male or
Female) and dosage (amount in ml)
- In the analysis the concerns of the researchers are: Sex (male or female); the
dosage of drug taken and the interaction effect of sex (male and female) and
the memory enhancer drug
-Achievement scores of two groups are subjected to ANOVA: significant
difference between learning capacity (male or female) when under the effects
varying amounts of memory enhancer drug ; and whole group; and also
interaction between sex and memory enhancer drug (if the factors helped each
other)