Research-Designs.pdf for research for ed

Research Designs
January M. Dechavez
October 03, 2023

Overview
● Research Approaches
● Research Methodology
● Research Designs
● Research Methods
Educational Research in the New Normal: Research Designs JMD2021

Research Approaches
● Researcher’s ontologies and epistemologies
● Research Designs
● Research Methods

Research Approaches
❖ Quantitative
❖ Qualitative
❖ Mixed Approach

Research Approaches/Paradigms (Johnson &
Christensen, 2012, p. 34
❖

Research Approaches/Paradigms (Johnson &
Christensen, 2012, p. 34

Quantitative Approach
❖ Objective
❖ Numerical

Qualitative Approach
❖ Exploration
❖ Non-numerical

Mixed Method Approach
❖ Combination of data, methods and
theories

Research Methodology
❖ assumptions, postulates, rules, and
methods—the blueprint or roadmap—that
researchers employ to render their work open to
analysis, critique, replication, repetition, and/or
adaptation and to choose research methods
(Given, 2008, p. 516)

Methodology
❖ What methods do we propose to use?
❖ What methodology governs our choice and use of
methods?
❖ What theoretical perspective lies behind the methodology
in question?
❖ What epistemology informs this theoretical perspective?
(Crotty, 1998, p.2)

Research Designs
● strategies of inquiry (Denzin & Lincoln, 2011)
● collect, analyze and interpret data

Quantitative Designs
● Experimental
○ True
○ Quasi
● Non-Experimental
○ Causal Comparative
○ Correlational

Quantitative Designs
● Experimental
● Correlational
● Survey

Experimental Research Key Characteristics
● Random Assignment
● Control over Extraneous Variables
● Manipulation of the Treatment Conditions
● Outcome measures
● Group Comparisons
● Threats to validity

Experimental Research Types
● Between Group Designs
○ True Experiments
○ Quasi Experiments
○ Factorial Designs
● Within Group or Individual Designs
○ Time series experiments
○ Repeated Measures Experiments
○ Single subject Experiments

Experimental Research Potential Ethical Issues
● Ethics of Procedure
○ Withholding treatments
○ Randomized assignments (Mark & Gamble,
2009)
○ Discontinuance

Experimental Research Steps (Creswell, 2014)
1. Decide if ER is the best choice
2. Form Hypothesis
3. Select Experimental Units
4. Select Experimental Treatments
5. Choose a Design
6. Conduct the Experiment
7. Organize and Analyze Data
8. Develop an ER Report

Experimental Research Quality Criteria
(Creswell, 2014, p.327)
1. The experiment has a powerful intervention
2. Participants gain from involvement in the intervention
3. The researcher selects an adequate number of participants
per group in some systematic way
4. The researcher uses valid, reliable, and sensitive measures
5. The researcher controls for extraneous factors that might
influence the outcome.
6. The researcher addresses threats to internal and external
validity.

Correlational Research Key Characteristics
● Display of Scores
● Association Between Scores
● Multiple Variable Analysis
○ Use of Advanced Correlational Statistical Procedures
■ Factor Analysis
■ Discriminant Functional Analysis
■ Path Analysis
■ Structural Equation Modeling
■ Hierarchical Equation Modeling

Correlational Research Types
● Explanatory Design
● Prediction Design

Correlational Research Potential Ethical Issues
● Not measuring appropriate controls
● Editing data or making up of data
● Failure to analyze and report effect sizes
● Measurement error
● Plagiarism
● Failure to report contradictory findings
● Publication of same evidence many times
● Omission of negative findings

Correlational Research Steps
1. Determine if CR is the best option
2. Identify individuals
3. Identify two or more measures
4. Collect data and monitor potential threats
5. Analyze data and represent the results
6. Interpret the results

Correlational Research Quality Criteria
(Creswell, 2014, p. 361)
1. There is an adequate sample size for hypothesis
testing.
2. The researcher displays correlational research in
a table or graph
3. The researcher selects an appropriate statistical
test.
4. There is an interpretation about the direction and
magnitude of association among the variables.

Correlational Research Quality Criteria
(Creswell, 2014, p. 361)
5. An assessment is made about the magnitude of
of the association based on the coefficient of
determination, p values, effect size or the size of
the coefficient.
6. The researcher identifies the predictor and
criterion variables.
7. In a visual model, the expected/predicted
direction based on observed data is presented.

Research Designs (Part 2)
January M. Dechavez
November 17-18, 2022

Survey Research Key Characteristics
● Sampling from a population
● Collecting data through questionnaires or
interviews
● Designing instruments for data collection
● Obtaining a high response rate

Survey Research Types
● Cross-Sectional Survey Designs
○ Attitudes and practices
○ Group comparisons
○ Community needs
○ National assessment
○ Program Evaluation
● Longitudinal Survey Designs
○ Trend Studies
○ Cohort Studies
○ Panel Studies

Survey Research Potential Ethical Issues
● Exemption from detailed review
● Use of incentives
● Ethical responsibility of interviewer
● Safety of respondents (confidentiality)
Fowler, 2009

Survey Research Steps
1. Decide if SR is the best design
2. Identify research questions or hypothesis
3. Identify the population, sampling frame,
and the sample
4. Determine survey design and data
collection procedures

Survey Research Steps
5. Develop or Locate an Instrument
6. Administer the Instrument
7. Analyze the Data
8. Write the Report

Survey Research Quality Criteria
(Creswell, 2014, p. 408)
1. The researcher describes the target population.
2. The researcher identifies and uses a systematic approach
to identifying the sample.
3. The size of the sample and the means for identifying the
size are identified.
4. The researcher identifies the type of survey used in the
study.
5. The survey instrument for data collection is mentioned.

Survey Research Quality Criteria
(Creswell, 2014, p. 408)
6. The survey researcher reports on validity and reliability of
past scores on the instrument.
7. The researcher discusses the procedures for administering
the instrument.
8. The survey administration procedures provide a discussion
about the follow-up procedures to ensure a high return
rate.
9. The researcher provides a systematic procedure for
analyzing the survey data.

Further Reading
● Crotty, M. (1998). The foundations of social research: Meaning and
perspective in the research process. Thousand Oaks, CA: Sage.
● Campbell, D. T., & Riecken, H. W. (1968). Quasi-experimental design.
International encyclopedia of the social sciences, 5(3), 259-263.
● Maxwell, J., Bickman, L., & Rog, D. J. (2009). The SAGE handbook of
applied social research methods. SAGE Publications, Inc., Thousand
Oaks. doi, 10, 9781483348858.
● Wickens, T. D., & Keppel, G. (2004). Design and analysis: A
researcher's handbook. Upper Saddle River, NJ: Pearson
Prentice-Hall.

QR Design (Narrative Research)
➔ “Narrative” might be the phenomenon being studied, such
as a narrative of illness, or it might be the method used in a
study, such as the procedures of analyzing stories told
(Chase, 2005; Clandinin & Connolly, 2000; Pinnegar &
Daynes, 2007).
➔ it begins with the experiences as expressed in lived and told
stories of individuals
Research in the New Normal: Research Design (Part 2) JMD2021

QR Design (Narrative Research)
★ Clandinin, D. J. (2013). Engaging in narrative
inquiry. Walnut Creek, CA: Left Coast Press.
★ Riessman, C. K. (2008). Narrative methods for
the human sciences. Thousand Oaks, CA:
Sage.

QR Design (Phenomenology)
➔ describes the common meaning for several
individuals of their lived experiences of a concept
or a phenomenon
➔ The basic purpose of phenomenology is to reduce
individual experiences with a phenomenon to a
description of the universal essence (a “grasp of
the very nature of the thing,” van Manen, 1990, p.
177)

QR Design (Phenomenology)
★ Moustakas, C. (1994). Phenomenological research
methods. Thousand Oaks, CA: Sage.
★ van Manen, M. (2014). Phenomenology of
practice: Meaning-giving methods in
phenomenological research and writing. Walnut
Creek, CA: Left Coast Press.

QR Design (Grounded Theory)
➔ generate or discover a theory, a “unified
theoretical explanation” (Corbin & Strauss, 2007,
p. 107)
➔ theory development does not come “off the shelf”
but rather is generated or “grounded” in data from
participants who have experienced the process
(Strauss & Corbin, 1998)

QR Design (Grounded Theory)
★ Charmaz, K. (2014). Constructing grounded theory (2nd
ed.). Thousand Oaks, CA: Sage.
★ Corbin, J., & Strauss, A. (2015). Basics of qualitative
research: Techniques and procedures for developing
grounded theory (4th ed.). Thousand Oaks, CA: Sage.

QR Design (Ethnography)
➔ focuses on an entire culture-sharing group
➔ qualitative design in which the researcher describes
and interprets the shared and learned patterns of
values, behaviors, beliefs, and language of a
culture-sharing group (Harris, 1968)

QR Design (Ethnography)
★ Fetterman, D. M. (2010). Ethnography: Step-by-step
(3rd ed.). Thousand Oaks, CA: Sage.
★ Wolcott, H. F. (2008). Ethnography: A way of seeing
(2nd ed.). Lanham, MD: AltaMira.

QR Design (Case Study)
➔ the study of a case (or cases) within a real-life, contemporary
context or setting (Yin, 2014)
➔ a qualitative approach in which the investigator explores a
real-life, contemporary bounded system (a case) or multiple
bounded systems (cases) over time, through detailed, in-depth
data collection involving multiple sources of information (e.g.,
observations, interviews, audiovisual material, and documents
and reports), and reports a case description and case themes.

QR Design (Case Study)
★ Stake, R. (1995). The art of case study research.
Thousand Oaks, CA: Sage.
★ Yin, R. K. (2014). Case study research: Design and
method (5th ed.). Thousand Oaks, CA: Sage.

Mixed Research Design (Basic)
★ The convergent design
★ The explanatory sequential design
★ The exploratory sequential design

Mixed Research Design (Advanced)
★ The experimental design
★ The social justice design
★ The multistage evaluation design

Action Research Design
★ Practical AR Design
★ Participatory AR Design

Research Methods
1. Tests
2. Questionnaires
3. Interviews
4. Focus Groups
5. Observation
6. Secondary or existing data

Research Methods (Questionnaire)
❖ Social surveys are a questionnaire-based method of
research that can produce both qualitative and
quantitative information depending on how they are
structured and analysed.

Research Methods (Interviews)
❖ a qualitative method of research often used to
obtain the interviewees’ perceptions and
attitudes to the issues.

Research Methods (Discussion Groups)
❖ A discussion groups consists of a number of individuals
you invite to discuss their views on a particular topic,
typically involving between 6 and 12 people, which is
conducted specifically to get a group of people’s views
on a subject.

Research Methods (Workshops)
❖ Workshops are a group-based method of research in
which there is an emphasis on activity-based,
interactive working.

Research Methods (Observation)
❖ key method of anthropology and in itself can consist of a mix of
techniques; informal interviews, direct observation, participation
in the life of the group, collective discussions, analyses of
personal documents produced within the group, self-analysis,
and life-histories, notes, diaries and transcripts are often kept
and the observation method can generate a lot of written
material which the investigator must synthesize

Research Methods (Visual Techniques)
❖ Visual methods such as drawing, painting, video,
photography and hypermedia offer increasingly
accessible and popular resources for research.

Further Reading
● Gravetter, F. J., Wallnau, L. B., Forzano, L. A. B., & Witnauer, J.
E. (2020). Essentials of statistics for the behavioral sciences.
Cengage Learning.
● Kline, R. B. (2006). Structural equation modeling.
● Salkind, N. J., & Frey, B. B. (2021). Statistics for people who
(think they) hate statistics: Using Microsoft Excel. Sage
publications.
● Brown, B. L., & Hedges, D. (2009). Use and misuse of
quantitative methods: Data collection, calculation, and
presentation. Handbook of social research ethics, 373-385.

Further Reading
● Osborne, J. W., & Waters, E. (2002). Four assumptions of
multiple regression that researchers should always test.
Practical assessment, research, and evaluation, 8(1), 2.
● Fink, A. (2015). How to conduct surveys: A step-by-step
guide. Sage Publications.
● Dillman, D.A. (2007). Mail and internet surveys: The
tailored design method, 2nd ed.
● Fowler Jr, F. J. (2013). Survey research methods. Sage
publications.

Further Reading
● Brookfield, S.D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.
● Crotty, M. (1998) The Foundations of Social Research. London: Sage.
● Etherington, S. (2004) Becoming a Reflexive Researcher: Using Ourselves in Research. London: Jessica Kingsley.
● Fuller, S. (2007) The Knowledge Book: Key Concepts in Philosophy, Science and Culture. London: Acumen.
● MacIntyre, A. (1985) After Virtue: A Study in Moral Theory. London: Duckworth.
● Oakley, A. (2000) Experiments in Knowing: Gender and Method in the Social Sciences. Cambridge: Polity.
● Pring, R. (2000) Philosophy of Educational Research. London: Continuum.
● Sacks, O. (1996) An Anthropologist on Mars. London: Picador.
● Savin-Baden, M. (2004) Achieving reflexivity: moving researchers from analysis to interpretation in collaborative
inquiry, Journal of Social Work Education, 18 (3), 365–78.
● Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. London: Temple.
● Seale, C. (2003) Social Research Methods: A Reader. London: Routledge.
● Thomson, A. (2005) Critical Reasoning: A Practical Introduction. London: Routledge.
● Wei, L. and Moyer, M. (2008) The Blackwell Guide to Research Methods in Bilingualism and Multilingualism.
Oxford: Blackwell.

References
★ Johnson, R. B., & Christensen, L. (2019). Educational
research: Quantitative, qualitative, and mixed approaches.
Sage publications.
★ Creswell, J. W. (2014). Qualitative, quantitative and mixed
methods approaches. Sage.
★ Creswell, J. W. (2014). Educational research: Planning,
conducting, and evaluating quantitative and qualitative
research. Upper Saddle River, NJ: Prentice Hall.

References
★ Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and
research design: Choosing among five approaches. Sage
publications.
★ Crotty, M. (1998). The foundations of social research: Meaning
and perspective in the research process. Routledge.
★ Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook
of qualitative research. Sage.
★ MacDonald, S., & Headlam, N. (2008). Research Methods
Handbook: Introductory guide to research methods for social
research. Centre for Local Economic Strategies.

Research-Designs.pdf for research for ed

Recommended

Recommended

More Related Content

Similar to Research-Designs.pdf for research for ed

Similar to Research-Designs.pdf for research for ed (20)

Recently uploaded

Recently uploaded (20)

Research-Designs.pdf for research for ed