Running Head: Research Design Report 1

Research Design Report 1

Emma K. Jones
Texas A&M University-Commerce

Research Designs

Running Head: Research Design Report 1

There are several design methods that can be used when conducting research. The design
method chosen for conducting research is reliant on the type of research and the form of data that
needs to be retrieved. Three quantitative research design methods that scientists use include
correlational, causal-comparative, and experimental research.
Correlational research uses statistical techniques to investigate a range of factors within
research data. The statistical techniques are used to determine whether a relationship exists or
how strong a relationship is among two or more variables. In a correlational research design,
there are different methods for examining relationships among observed variables and both
observed variables and latent variables. Observed variable methods include bivariate correlation,
which examines the correlation or relation between two variables (one independent and one
dependent), and provides information about the strength and the direction of the relationship
(positive or negative). The second method is regression analysis, which is only used when there
are one or more independent variables or predictors which predict a single variable or outcome in
the data. The third method is related method (an extension of bivariate correlation), which
represents the correlation between one single dependent variable and multiple independent
variables. An extension to the related method is path analysis. Path analysis is a method used
when there is more than one dependent variable or outcome variable. Path analysis provides
opportunity for more complex theoretical models to be tested while simultaneously considering
relationships among multiple independent and dependent variables. Last, canonical correlational
analysis is a method used, with a linear combination of two sets of variables, to determine the
correlation (Lamox & Li, 2013). Methods used to observe both variables and latent variables
include factor analysis and principal component analysis. Factor analysis and principal
component analysis creates a smaller set of linear combinations from the original correlated

Running Head: Research Design Report 1

variables. The structural equation model combines path analysis with factor analysis to test latent
variables and their theoretical relations, while enabling better measurement conditions and
allowing researchers to use multiple measures instead of a single measure of each latent variable
(Lamox & Li, 2013).
A correlational research design can be advantageous when researching education and
psychology. They can also be advantageous when developing and testing theoretical models such
as factor analysis, path analysis, and structural equation modeling. For example, a teacher has
noticed a pattern that their students who have earn higher grades on their homework assignments
also seem to typically score higher on state assessments. The teacher questions whether there is a
relationship between the state assessment scores and the amount of time the students are
spending on homework each night. The teacher can then use a correlational research design to
conduct a study based on the possible relationship. The teacher can ask his students to document
and report the amount of time that they spend (in minutes) each evening on completing their
homework. Using the information provided by the students, the teacher can then create a table
with each students name, state assessment score, and the amount of time each student reported
spending on their homework assignments each night. The teacher can then create a scatterplot
using the information provided in the table. The scatterplot will determine whether a relationship
between the two variables truly exists. The relationship of the variables shown in the scatterplot
can be determined by the form of the association between the two variables illustrated. The form
of the association of the variables can either be linear (forming a single line), nonlinear (a U
shaped form), or uncorrelated (scattered/inconsistent form). A positive linear relationship
between the variables can be determined by whether high scores in one variable relate to high
scores for the second variable, or low scores in one variable relate to low scores in another

Running Head: Research Design Report 1

variable. A negative linear relationship can be determined when high scores of one variable relate
to low scores of the second variable. A curvilinear relationship, or nonlinear relationship, can be
determined if the relationship between the variables differs due to different levels of the variable.
Curvilinear relationships usually occur when another factor is considered when comparing the
first and second variables.
Causal-comparative research design seeks to find relationships between dependent and
independent variables after an event or action has occurred and must be studied in retrospect.
Causal-comparative design is used to determine reasons, or causes, for the existing conditions,
such research is referred to as ex-post facto, (whether the independent variable affected the
outcome or the dependent variable) by comparing two or more groups of individuals and one
independent variable. The basic approach to causal-comparative design, sometimes referred to as
retrospective causal-comparative research, begins with an effect, then investigating to discover
the possible causes of the effect on a variable, and is commonly used in educational research
(Brewer & Kuhn, 2010). The comparison groups chosen usually consist of one experimental
group and one control group. The comparison groups may differ in two ways, one group may
possess a characteristic that the other does not, or both groups may possess the same
characteristic at differing degrees or amounts. The differentiating independent variable groups
must be operationally and clearly defined to indicate the different populations. Also, the random
sample cannot be selected from a single population, but from two already existing populations.
(Brewer & Kuhn, 2010)
A causal-comparative design can be advantageous and commonly used when conducting
educational research in search of explaining an educational phenomenon. For example, a causal
comparative design would be advantageous in a study on which type of learner in the classroom

Running Head: Research Design Report 1

is at disadvantage considering monolingual or bilingual learners. An investigation on the

performance levels in reading comprehension tests of monolingual and bilingual learners in a
mixed classroom. The researcher would develop at least four hypotheses based on the topic to
direct the research. Hypotheses one is that bilingual and monolingual students differ significantly
in reading comprehension scores. Hypotheses two is that there will be significant interaction
between linguality and proficiency in reading comprehension scores. Hypotheses three is that
there will be significant interaction between linguality and gender in reading comprehension
scores. Finally, hypotheses four would be that male and female students differ significantly in
their reading comprehension scores. The researcher would then sample male and female students
of the targeted age group. One group would consist of all monolingual students, 47 male and 30
female. The second group would consist of all bilingual students, 53 male, and 27 female. The
researcher would then gather information and data based on the students chosen for the groups
using instruments such as a language proficiency test. Next, the researcher would test reading
comprehension in English. Finally, a self-evaluation proficiency scale and background
questionnaire would be given to the samples. The researcher would then use the information
gathered from the study to come to a conclusion.
Experimental research design seeks to determine how participants are affected to the
different conditions in an experiment, or whether a program or intervention had the intended or
hypothesized causal effect on the participants. There are three key components to experimental
design studies, which include pre-post tests, a treatment group and a control group, and random
assignment of study participants. Experimental research design consists of two subject groups, an
experimental group, and a control group. The experimental group will undergo the treatment,
program or intervention of choice. The control group will be treated as if they never chose to

Running Head: Research Design Report 1

participate in the study (Shuttleworth, 2008). Differences between the two groups, based on a
particular outcome, are measured using the pre-post design. The pre-post design requires data on
study participants, and their levels of performance, be collected prior to the intervention taking
place, and the same data is collected on the participants after the intervention has occurred. The
pre-post design aids in the assurance that the intervention indeed had a causal effect in the
experiment. Participants are then required to be randomly selected and assigned to the treatment
and control groups in the research design, greatly reducing the chance of bias in the studies being
conducted. (Shuttleworth, 2008)

An experimental design is often used where there are not a large amount of variables
which enable the ease of design, such as anthropology, and physics (Shuttleworth, 2008). For
example, a health and fitness instructor wants to test the effectiveness of a performanceenhancing herbal supplement on students in their exercise class. To create experimental groups
that are similar at the beginning of the study, the students are assigned into two groups at
random. Students in both groups are given a pill to take every day, but they do not know whether
the pill is a placebo (sugar pill) or the herbal supplement. The instructor then gives Group A the
herbal supplement and Group B the placebo (sugar pill). The students' fitness level is compared
before and after six weeks of consuming the supplement or the placebo. Finally, after the data
has been gathered, the instructor will identify any differences shown in the performance ability
and where the differences were found between the two groups, and what the results suggest as a
result.

Running Head: Research Design Report 1

When comparing correlational, causal-comparative, and experimental research, there are

several differences and commonalities. A significant difference between causal-comparative and
correlational research is that causal-comparative studies require two or more groups and one
independent variable, while correlational studies require two or more variables and one group.
The only difference between causal-comparative and experimental research is that the groups
being compared in causal-comparative research have already been formed, and any treatment (if
applicable) has already been applied. Another key difference discovered was that correlational
research, unlike causal-comparison and experimental research, looks for a relationship within a
single group, rather than the differences between groups. Therefore, another difference emerged
between the two designs, where causal-comparative research allows one to make reasonable
inferences about causation, where correlational research does not. Causal-comparative and
correlational designs are alike in that neither is experimental, involves manipulation of a
treatment variable, and both study relationships. When comparing costs, experimental design can
be very costly, where causal-comparative designs are less costly in all aspects.
Surveys are a form of instrumentation often used in research design due to value it holds
for assessing opinions and trends in our society which can dramatically change strategies within
businesses and local governments. Surveys are often used because of their easy, accessible, and
low in cost. When conducting a survey there are steps that should be taken to ensure quality
survey design. However, there are no steps to avoid inaccuracy, bias, or to ensure the reflection
of views in data of a genuine cross-section of the population, all due to opinions being very fluid
and the potential for them to change in an instant.

Running Head: Research Design Report 1

The first step to ensure a quality survey is to establish the aims of research and connect it
back to the design being used. The second step is to attempt to interview a broad base of people
as possible depending on what your research is over (Shuttleworth, 2008). Basically, you will
want to interview an equal cross section of society. Third, know what number and type of
responses needed to make the survey valid and to prevent any inaccurate results by seeking out a
professional about the statistics of the subject. Fourth, decide on a method of conducting the
survey based on the type of participants you are seeking and which will be the most effective.
Decide whether you will use face to face, mail, e-mail, online poll, etc. The final step involves
structuring and designing the questionnaire. The structure and design of the questionnaire will be
created based on type of survey and the target audience selected. One may want to create
multiple-choice or rating questionnaires to make the survey as convenient as possible. Also, it is
helpful to participants when the questions about similar topics are grouped together. Keep in
mind that if you are seeking for open-ended answers use a rating survey. Any questions asking
opinions must also be open-ended. Some researchers choose to mix up their design and
randomize questions for accuracy, and to disguise the nature of the research, while filtering out
preconceptions. (Shuttleworth, 2008)

Running Head: Research Design Report 1

References
Brewer, E., & Kuhn, J. (2010). Causal-comparative design. In N. Salkind (Ed.), Encyclopedia of
research design. (pp. 125-132). Thousand Oaks, CA: SAGE Publications, Inc. doi:
http://dx.doi.org/10.4135/9781412961288.n42
Lomax, R., & Li, J. (2013, July 19). Correlational Research. In Education.com. Retrieved from
The Gale Group, Inc.
Shuttleworth, M. (2008, March 24). True Experimental Design. In Explorable.com.
Shuttleworth, M. (2008, July 5). Survey Research Design. In Explorable.com.