Practical Research Design - PDF

PRACTICAL 2 DARRYL G. BAYONA Teacher Research Design Research Design It refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby ensuring you w...

PRACTICAL 2 DARRYL G. BAYONA Teacher Research Design Research Design It refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby ensuring you will effectively address the research problem. It constitutes the blueprint for the selection, measurement, and analysis of data. Research Design Types of Research Design 1. EXPERIMENTAL RESEARCH DESIGN This allows the researcher to control the situation. It allows the researcher to answer the question, “What causes something to occur?” It allows the researcher to identify cause and effect relationships between variables and to distinguish placebo effects from treatment effects. Types of Research Design 1.1. PRE-EXPERIMENTAL DESIGN. It is the simplest form of research design that follows the basic steps in experiments. It often happens as a pre-cursor to conducting a true experiment. When true experiments and quasi-experiments are not possible, researchers may turn to a pre- experimental design (Campbell & Stanley, 1963). Types of Research Design 1.1. PRE-EXPERIMENTAL DESIGN a) One-shot case study in which one group is exposed to a treatment or condition and measured afterwards to see if there were any effects. There is no control group for comparison. Example: A teacher using a new instructional method for their class. Their class could be measured at the end of the term to see if the new instructional method was effective. Types of Research Design 1.1. PRE-EXPERIMENTAL DESIGN b) One-group pretest post-test design. In this design, pre- and posttests are both administered, but there is no comparison group to which to compare the experimental group. Example: Students in a research class completed a questionnaire about their level of stress at the beginning of the semester. Then the professor taught them mindfulness techniques throughout the semester. At the end of the semester, she administers the stress survey again. Types of Research Design 1.2. QUASI-EXPERIMENTAL DESIGN. It is similar to true experiments, but they lack random assignment to experimental and control groups. Quasi-experimental designs have a comparison group that is similar to a control group except assignment to the comparison group is not determined by random assignment. Types of Research Design 1.2. QUASI-EXPERIMENTAL DESIGN: Types a) Nonequivalent group design, the researcher chooses existing groups that appear similar, but where only one of the groups experiences the treatment. Example: You hypothesize that a new after-school program will lead to higher grades. You choose two similar groups of children who attend different schools, one of which implements the new program while the other does not. By comparing the children who attend the program with those who do not, you can find out whether it has an impact on grades. Types of Research Design 1.2. QUASI-EXPERIMENTAL DESIGN: Types b) Interrupted time-series design, involves taking a set of measurements at intervals over a period of time both before and after an intervention of interest in two or more nonequivalent groups. Example: A manufacturing company that measures its workers’ productivity each week for a year before and after reducing work shifts from 10 hours to 8 hours. Types of Research Design 1.3. TRUE EXPERIMENTAL DESIGN. It is regarded as the most accurate form of experimental research, in that it tries to prove or disprove a hypothesis mathematically, with statistical analysis. It refers to any randomized experiment. The units of study—be they individuals, animals, time periods, areas, clinics, or institutions (i.e., whoever or whatever is assigned to an experimental condition is the unit)—are randomly assigned to different treatment conditions. Types of Research Design 1.3. TRUE EXPERIMENTAL DESIGN: Types a) Post-test-only control group design. -The control and the experimental group are not tested before applying the experimental methodology. treatment -> posttest b) Pre-test post-test control group design. -It is a modification of the post-test control group design with an additional test carried out before the implementation of the experimental methodology. pretest -> treatment -> posttest Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN It examines social phenomena without direct manipulation of the independent variable or conditions that the subjects experience. There is also no random assignment of subjects to different groups. Commonly, it is purely observational, and the results intended to be purely descriptive. It simply measures variables as they naturally occur (in the lab or real world). Types of Research Design Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN a) Survey. It is “the collection of information from a sample of individuals through their responses to questions” (Check & Schutt, 2012, p. 160). -It is done by collecting information about a group of people (ex: social and economic characteristics, opinions, and their knowledge about the behavior towards a certain phenomenon) by asking them questions and analyzing the results. Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN b) Correlational. A study of relationships between two or more variables. A positive correlation means that high values of a variable are associated with high values of another variable. For instance, academic performance of students is positively related to their self-esteem. On the contrary, a negative correlation means that high values of a variable are associated with low values of the other variable. For example, teacher–student conflicts are negatively related to the students’ sense of belonging to the school. Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN b) Correlational b.1. Bivariate Correlational Studies – An analysis that measures the strength of relationship between two variables through the calculation of different correlation coefficients [ex: Pearson (r), Kendall (rho), Spearman (rho) and the point- biserial (rpb)]. The term bivariate implies that the two variables are correlated (variables are selected because they are believed to be related). Examples: (1) Children of wealthier (variable one), better educated (variable two) parents earn higher salaries as adults. (2) Is there a significant correlation between the number of hours of exercise per week and self-reported happiness? Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN b) Correlational b.2. Multiple Regression Prediction Studies – It examines the predictive power of multiple independent variables on a single dependent variable. Examples: (1) Suppose the High School GPA is not the sole predictor of college GPA, what might be other good predictors? (2) To what extent can job performance be predicted based on factors such as years of experience, level of education, and leadership skills? Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN c) Ex-Post Facto (Causal-Comparative). a.k.a. after- the-fact research. It examines how an independent variable, present prior to the study in the participants, affects a dependent variable. It involves observing and analyzing existing data or groups of participants that already possess different levels or characteristics of the independent variable. Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN c) Ex-Post Facto (Causal-Comparative). Examples: (1) Examining the correlation between years of education and lifetime earnings. (2) Investigating the relationship between childhood trauma and mental health outcomes in adulthood. Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN d) Comparative. It involves comparing two or more groups or cases to identify similarities and differences. It is often used to explore patterns, trends, or causal relationships between variables across different contexts. Examples: (1) Comparing the effectiveness of different teaching methods on student learning outcomes in two schools. (2) Investigating the impact of different government policies on economic growth rates in two countries. (3) Examining cultural differences in attitudes towards family values and gender roles across multiple societies. Types of Research Design 2. NON-EXPERIMENTAL RESEARCH DESIGN e) Evaluative. An assessment or appraisal of an object, program, practice, activity, or system with the purpose of providing information that will be of use in decision making; it is used to assess the effectiveness of a program, intervention, or product. Examples: (1) What is the impact of a new reading intervention program on the reading proficiency of elementary school students? (2) Evaluating the effectiveness of a new teaching method on student learning outcomes. (3) Assessing the impact of a new drug on the treatment of a particular disease. (4) Measuring the satisfaction of customers with a new product or service. Sample Research Design: The study will employ a correlational research design, which will be utilized to examine the relationship between two or more variables without manipulating them. This design aims to determine whether a relationship exists between the variables and, if so, the direction and strength of that relationship (Creswell & Creswell, 2018). A correlational design will be appropriate for this study, as it will seek to explore the connection between parental guidance and students' school performance. By using this design, the researcher will be able to identify patterns and associations between these variables without the need for experimental manipulation, aligning with the study’s objective of determining whether and how these variables are related. Thank You!