23. What is Research
Design?
• A research design is a plan that guides the
decision as to:
⚬ What data to gather and from who
⚬ When and how often to collect data
⚬ How to analyze the data
⚬ Examines the connection between
variables, possible causation or any
relationship
24. What is Research
Design?
• MIXED DESIGN STUDY -most of us usually
use multiple research design in one study.
Note that this is not the same with Mixed
Method Design
25. Quantitative Research Design Types
• Campbell & Stanley, 1963: Crownl, 1993
Quantitative
Research
Descriptive Correlation Group Comparison
Observational
Survey
Causal Comparative/
Ex Post Facto
Pre-
Experimental
Quasi-
Experimental
True
Experimental
30. Other Research Designs
• Instrument Development Design
A study that develops an instrument and conducting statistical validity
and reliability. This is a quantitative study.
• Document / Content Analysis
Analyzing communication such as discussion forums, lesson plans,
websites, a quantitative content analysis may be an appropriate choice. It
is an empirical method for analyzing communication in a systematic
manner.
• Single Subject Design
This design is like a time series design and each participant serves as their
own control and is observed repeatedly. Usually a baseline is established by
observing a participant prior to the treatment. Then treatment is introduced and
behavior is observed.
31. Descriptive Research Design
• Purpose
• aims to understand what is in a specific situation with an identified
population
• Descriptive studies are often used to gain knowledge to identify a
problem for further more sophisticated research.
• Example Questions:
• What is the attitude of parents in response to distance learning modalities?
• What particular roles do teachers play in the New Normal as implemented
in schools?
32. Kinds of Descriptive Research
• Survey
• can be administered using form, online questionannaire, face to
face interview or telephone interview.
• Two kinds of survey research:
• Longitudinal design include the study of a population over a
period of time. Includes trend studies, cohort studies and panel
studies.
• Cross sectional designs include the study of individuals (usually
an attitude or belief at one point in time.
• Observational
• the process of observing to gather data on which to base a conclusion.
33. Causal-Comparative (Ex Post Facto)
• Purpose
• to examine the possible cause and effect relationship between
variables that exists.
• to study a phenomena after that fact: that is after it occurred
naturally or was already manipulated.
• chosen by a researcher in order to gain information about a
phenomena in which little is known.
• it is also used when the researcher finds it too difficult, unethical, or
impossible to manipulate the independent variable.
• And although you will note that a causal-comparative design is
almost identical to a pre-experimental design, it is considered more
creditable as long as selectoin threats to validty are addressed and
different groups that are studied are as homogeneous as possible
on all variables expect the independnent variable.
34. Causal-Comparative (Ex Post Facto)
• Example Research
• Social Presence of Male and Female senior high learners in
participating in the financial literacy 8 week online course.
Take Note:
• Like descriptive studies, the researcher does not attempt to
manipulate or exert control over the phenomenon being studied
• Unlike descriptive studies, the researcher does seek to examine a
possible cause and effect relationship between variables; thus, there
is an independent or dependent variable.
• Note that I said "possible" cause and effect.
35. Causal-Comparative (Ex Post Facto)
• Example Research
• The study about the relationship between grades in Math and
Gender
• The NAT Scores and their facebook usage.
36. • To examine the extent to which two or more variables relate to one
another.
• The researcher cannot make statements about any cause and
effect relationships because he or she does not know the direction
of the cause and cannot guarantee that another variable is not
influencing the relationship between variables.
• Used as exploratory or beginning research to determine if more
rigorous research is warranted.
• If a correlational design is chosen, the researcher needs to ensure
that a theoretical or conceptual rationale for each variable under
study is presented.
Correlational Design
• Purpose
37. • Campbell and Stanley (1963) purported that there are 3 types of
experimental studies:
⚬ Pre-experimental
⚬ True experimental
⚬ Quasi-experimental
• The distinguishing characteristic for this design is the researcher's
manipulation of the independent variable.
Experimental Design
• Purpose
38. • Symbols
⚬ X = exposure to an experimental treatment
⚬ O = represents an observation on measurement in the design
diagrams.
⚬ Multiple rows reflect multiple groups
⚬ R = the group or groups are formed by a random assignment
procedure.
Experimental Design
• To help us understand Experimental Design better
39. • Purpose
⚬ To obtain preliminary research data to determine the
effectiveness of an intervention or treatment.
⚬ Pre experimental designs are weak in structure and control.
Campbell and Stanley (1963) say these designs have little value.
⚬ Pre experimental designs distinguished as separate from quasi
experimental design in some research texts and not in other. For
example, Campbell and Stanly (1963) identify them as a type of
experimental design but Borg, Borg and Gall 2003 do not.
Experimental Design
• Pre Experimental
• Example
⚬ Scores of learners increase after participation in Learner's
Improvement Program?
40. • One Shot Case Study
X O
• One group Pretest-Post
O X O
• Post Test Only Non-equivalent Group Design
X O
O
Experimental Design
• Examples of Pre-Experimental Designs:
41. • Purpose
⚬ To determine the causality of an intervention or treatment with
target population
⚬ Allow the researcher to control the treatment, but they do not
include the random assignment of particpants.
⚬ Used because they are often more convenient and less
disruptive than a true experimental design.
⚬ Chosen when it is impossible to conduct a true experimental
design.
Experimental Design
• Quasi-Experimental Designs
• Example
⚬ Participation Rate of learners when employing traditional
pedagogy vs problem-based pedagogy.
42. • Different Types of Control Groups (Kazdin, 2003)
⚬ No Treatment Control Groups
⚬ Waiting-list control groups
⚬ No-contact control groups
⚬ Non-Specific Treatment Control groups
⚬ Routine or standard treatment control groups
⚬ Yoked control groups
⚬ Nonequivalent control groups
Experimental Design
• Quasi-Experimental Designs
• 3 Factors to consider when choosing the type of control the type of
control (Kazdin, 2003 p . 200)
⚬ The intent of the research study.
⚬ Previous research
⚬ Ethical and practical considerations.
43. • Interrupted time series design
⚬ O O X O O
⚬ O O O O
• Non equivalent group design
⚬ O X O
⚬ O O
• Counterbalanced design
⚬ X (1) O X(2) O X(3) O
⚬ X (2) O X(3) O X(1) O
⚬ X (3) O X(2) O X(1) O
Experimental Design
• Examples of Quasi-Experimental Designs
3 CHARACTERISTICS
• Manipulation
• Control
44. • Purpose
⚬ To examine the cause-and-effect relationship between
variables.
⚬ To investigate possible cause and effect relationships by
exposing one or more experimental groups to one or more
treatment conditions and comparing the results to one or more
control groups not receiving the treatment.
⚬ According to Cambell and Stanley (1963), the experimental
design controls for the most threat to internal validity. it is
considered as the most rigorous design.
Experimental Design
• True Experimental
• Example
⚬ Is there a difference in students social presence, cognitive
presence and teacher presence and perceived learning based
upon the type of Computer Mediated Communication used in
the online courses?
45. • Post Test Only Design
⚬ R X O
⚬ R O
• Pre Test Post Test Equivalent Group Design
⚬ RO X O
⚬ RO O
• Solomon Four
⚬ R X O
⚬ R O
⚬ RO X O
⚬ RO O
Experimental Design
• Examples of TRUE EXPERIMENTAL DESIGNS
3 CHARACTERISTICS
• Manipulation
• Control
• Randomization
47. • You should ask these questions:
⚬ Am I concerned with relationship or difference between
variables?
⚬ Will I manipulate the independent variable?
⚬ Will I use a control group?
⚬ Will my subjects be randomly assigned?
⚬ Which design is feasible and best controls for threats to internal
validity?
Research Design
• Choosing a Design
52. Question No. 1
The following are the descriptions of the Policy Development of the
Department of Education Except:
a. Systematic
b. Evidenced Based
c. Integrative
d. Participatory
53. Answer : C
• Integrative was not mentioned in the DepEd Order 13 s. 2015.
54. Question No. 2
The Process of Policy Planning of DepEd should ensure that the process is based
on the policy cycle which or when applied should ensure that mechanisms and
procedures shall involve the following. Which of the statement does not belong
to the these mechanisms?
a. Adhere to DepEd’s Vision, Mission, Mandate and Core Values
b. Contribute to the attainment of DepEd’s Goals and Outcomes
c. Adopt an Evidence based approach that relies on sound research studies and
contributions of experts
d. Use participatory methods which shall take into account the concerns of
relevant stakeholders
e. None of the above
56. Question No. 3
Identify among the choices the step NOT involve in POLICY Planning.
a. Agenda-Setting
b. Policy Formulation
c. Policy Adoption
d. Policy Implementation
e. Policy Evaluation
57. Answer : e
• Policy Review instead of Policy Evaluation
58. Question No. 4
Identify among the choices the step NOT involve in POLICY Planning.
a. Agenda-Setting
b. Policy Formulation
c. Policy Adoption
d. Policy Implementation
e. Policy Evaluation
59. Answer : e
• Policy Review instead of Policy Evaluation
60. Question No. 5
In what form of Agenda Setting is involve when parents voice their opinions through social media in
facebook, twitter and Instagram.
a. Formal Process
b. Informal Process
c. Secondary-Agenda Setting
d. Primary-Agenda Setting
e. Gap Manifestation
62. Question No. 6
In what form of Agenda Setting is involve when parents voice their opinions through social media in
facebook, twitter and Instagram.
a. Formal Process
b. Informal Process
c. Secondary-Agenda Setting
d. Primary-Agenda Setting
e. Gap Manifestation
67. Question No. 2
According to this graph, for every 24 hours, about how many hours are spent socializing and
watching TV?
a. 4 HOURS
b. 2 HOURS
c. 5 HOURS
d. 6 HOURS
69. Question No. 3
If a student ate ¾ (three-fourths) of their meals away from home, what % of the total day is
spent eating other than at home?
a. 6 %
b. 4 %
c. 7 %
d. 12 %
71. Question No. 4
Which equation shows how to figure the amount of time a student spends watching TV during
a week? A equals the total amount of time watching TV for a week.
a. A = 13% X 24 X 7
b. A = 24 X 13 X 7
c. A = 1.3 X 7 X 24
d. A = 24 DIVIDED BY 13% X 7
Waitling list control group -it allows the wait-listed participants an opportunity to obtain the intervention at a later date.
No-Contact control: A no-contact control group takes the same pre-test and post-test as the treatment group, but does not complete any task during the intervention period (they have no contact with the experimenters).
Non – Specific – is a placebo
yoked-control group
a control group in which each participant is paired with a participant in another group (see matched-pairs design); the paired individuals are then exposed to precisely the same experiences except for the specific treatment or other condition under study. This procedure is intended to make the control group as similar as possible to the experimental group. For example, in a study of the effectiveness of rewards on children’s learning, matched individuals in the control and experimental groups would complete the same tasks under the same conditions but only those in the experimental group would be praised for good performance.
nonequivalent-groups design
a quasi-experimental design in which the responses of a treatment group and a control group are compared on measures collected at the beginning and end of the research. In psychology and other social sciences, these designs often involve self-selection, in which the members of the treatment group are those who volunteer or otherwise seek the treatment whereas the comparison group members do not. Since participants are not assigned to conditions at random, the two groups are likely to exhibit preexisting differences on both measured and unmeasured factors that must be taken into account during statistical analyses. Also called nonequivalent comparison-group design; nonequivalent control-group design.
