TYPES AND DESIGNS OF

RESEARCH
 EDUCATIONAL RESEARCH
◼ Research is defined as a purposive, systematic and
scientific process of gathering, analyzing, classifying,
organizing, presenting, and interpreting data for the
solution of a problem, for prediction, for invention, for
the discovery of truth, or for the expansion or
verification of existing knowledge, all for the
preservation and improvement of the quality of
human life Calderon & Gonzalez in Prado et al.,
(2011).
◼ Educational Research - is the application of the
scientific method to study educational problems.
◼ The goal is to explain, predict, and/or control
educational phenomena.
 Types of RESEARCH

A. According to Purpose:
Pure/Basic •Search of knowledge for its own sake.
1. Research •Aims for the development of theory or
enhance a theory
•Aims to know for knowledge sake.
Applied/ •Search for knowledge for practical use.
Action •Examines the usefulness of theory in
Research solving educational problems
•Aims for the solution of immediate
classroom problems.
Types of RESEARCH
A. According to Purpose
Evaluation •Involves collection and analysis of data
Research to make decisions related to the merit
and worth of a specific program.
•Formative evaluation is done during the
implementation
•Summative evaluation is done after the
implementation
Research •Development of effective products for
and use in schools
Development
Types of RESEARCH
B. According to Method Used:
1.Experimental •Employs an experiment
Research •Investigates the cause and effect
relations under controlled conditions
- Laboratory experiment
- Field experiment
2. Survey •Involves the collection of data from a
sample of a given study population
•The generalizations are arrived at
from data from a sample population
Types of RESEARCH
Types of Survey Based on Deployment Method
1. Online Surveys •Most popular this pandemic. Consists of
survey questions that can easily be
deployed through google forms. Easy to
design and simple to deploy to the
participants. Responses are unbiased
and less expensive. Data can be collected
and analyzed quickly.
2. Paper Surveys •Are a thing of the past. However, they
are handy when it comes to field
research and data collection. This is
most expensive method of data
collection.
 Types of RESEARCH
3. Telephonic •Researchers conduct these over the
Surveys telephone

4. One-to-one •Helps researchers gather data

interview directly from a participant. It’s a
qualitative research method and
depends on the knowledge and
experience of the researche to
frame and ask relevant questions
one after the other to collect
meaningful insights from the
interview. Done for 30 minutes to
a few hours.
Types of RESEARCH
Types of Survey Based on the Frequency of
Deployment
1. Cross-Sectional •Administered to a small sample
Studies from a large population within a
small time frame.
•Offers a quick summary of what
participants think at that given
time.
2. Longitudinal •Help researchers to make an
Surveys observation and collect data over
an extended period. There are 3
types: trend surveys, panel
surveys, and cohort surveys.
Types of RESEARCH
Main Types of Longitudinal Surveys
1. Trend surveys •To understand the shift or
transformation in the thought process of
the participants over some time and how
people’s inclination change with time.
2. Panel Surveys •Administered to the same set or group
of people over the years. Panel surveys
are expensive in nature and researchers
try to stick to their panel to gather
unbiased opinions.
3. Cohort Surveys •Categories of people that meet specific
similar criteria and characteristics form
the great audience. However, people in a
group should have certain similarities.
Types of RESEARCH
3. Retrospective Survey is a type of study in which
participants answer questions to report on events from
the past. Researchers can gather data based on past
experiences and beliefs of people.
 Types of RESEARCH
B. According to Method Used:
3. Qualitative •Deals with collecting and analyzing
Research non-numerical data (e.g. text, video, or
audio) to undestand concepts, opinions, or
experiences. It can be used to gather in
depth insights into a problem or generate
new ideas.
Types of •1.Phenomenological
Qualitative •2. Ethnographic
Research
•3. Grounded Theory
Designs
•4. Case Study
•5. Historical
•6. Narrative
 Types and Designs of RESEARCH
B. According to Method Used:

4. Quantitative •Measures quantities of things.

Research •Applies statistical tools.
•Allows inferential analysis.
Types of 1. Descriptive
Quantitative 2. Correlational
Research 3. Causal-Comparative/Quasi
Designs Experimental
4. Experimental
 Types and Designs of RESEARCH
B. According to Method Used:

5. Mixed •Refers to an emergent methodology

Methods of research that advances the
Research systematic integration, or mixing of
quantitative and qualitative data
within a single investigation
ingtegrating the data during data
collection, analysis, and discussion.
Types of Mixed 1. Triangulation Design
Methods 2. Embedded Design
Designs 3. Explanatory Design
4. Exploratory Design
 Types and Designs of RESEARCH
B. Mixed Methods Research Designs

1. •Using more than one method to collect

Triangulation the data on the same topic to assure
Design validity of research
•Involves different types of samples as
well as methods of data collection.
2. Embedded One data set provides a supportive,
Design secondary role in a study based primarily
on the other data type.
 Types and Designs of RESEARCH
B. Mixed Methods Research Designs

3. Sequential •.consists of two distinct phases: quantitative

Explanatory followed by qualitative . The qualitative
Design data are collected and analyzed second in
the sequence and help explain, or elaborate
on the quantitative results obtained in the
first phase.
4. Sequential Is characterized by an initial qualitative
Exploratory phase of data collection and analysis,
Design followed by a phase of quantitative data
collection and analysis, with a final phase of
integration or linking of data from the two
separate strands of data.
Research
Problem
Process Identification

Data
Collection

Data
processing,
Research Analysis,
Utilization Interpretation
Summary,
Conclusions, &
Recommendatio
ns
The Begins with a research
Research problem (which is a
Process perceived difficult, a feeling
of discomfort with the way
things are.
Criteria in choosing a research topic:
1. There is a discrepancy between
what is and what should be.
2. There is a question why a
discrepancy exists.
3. There are at least 2 possible and
plausible answers to the question.
 Pre-conceptualization of a
Research Topic Activities

•Gather the information on the chosen topic

(Requires reading of literature and interviewing people
who are considered authorities on the subject and those
who have conducted a study on it. Knowledge and
suggestions obtained will help crystallize what aspects of
the subject the investigation will focus on; what questions
to ask; what hypothesis to advance; what procedures to
use, etc.)
 Pre-conceptualization of a
Research Topic Activities

•Visit the location of the study and do

informal interviews with some members
of the study population and get
additional insights in developing the
research problem.
 Pre-conceptualization of a
Research Topic Activities

•Reflect about the primary information

gathered and see how bits and pieces
of information are related to each other.
•Conceptualize the type of study to be
done, specific problems to investigate,
goals to attain, the methods &
instruments to use, etc.
The
Research Title
indicates:
Examples:
a. The research problem
– What to study 1. The Economic Cost of
b. The Tertiary Education
concepts/variables – Among Households Amid
What to measure COVID – 19 Pandemic
c. The unit of analysis
– Who are the
participants (subject)
 Formulating a
Research Problem

•Reviewing the literature

a. Importance:
- Bring clarity and focus to the research
problem
- Improve the methodology
- Broaden the knowledge base in
research area
b. Sources of literature (books and journals)
Sources of Research Problems
Aspects of
About Study of
a Study
Study Individuals, organizations,
People groups, communities
Population
Issues, situations, associations,
Problem needs, population composition,
profiles, etc.
Contents, structure, outcomes,
Subject attributes, satisfaction,
Program consumers, service providers,
Area
etc.
Cause and effect relationships,
Phenomenon the study of a phenomenon itself,
etc.
Considerations in selecting a
Research Problem
Interest
Magnitude (research process involved)
Measurement of concepts (indicators & their
measurements)
Level of expertise (adequate level of expertise for the
tasks involve in research)
Relevance (relevance to field of study, bridges current
gaps or is useful in policy formulation)
Availability of data (office records, census, published
reports, etc.)
Ethical issues (study population feelings and attitudes
toward the study, etc.)
Steps in the formulation of a
Research Problem
❶ Identify a broad area of
interest in your field of study/discipline.

❷ Dissect the broad area into sub-areas.

❸ Select a sub-area or areas by process of

elimination

❹ Raise research questions

❺ Formulate objectives (ultimate,

general, and specifics)

❻ Assess these objectives to ascertain

the feasibility of attaining them.
Steps in the formulation of a
Research Problem
Cost of
Education Sub-areas Type of school
Elementary Location of school
Components of costs
Type of school
Secondary Location of school
Components of costs
Type of school
Examp Tertiary Location of school
le Components of costs
Degree Program
Steps in the formulation of a
Research Problem

Cost of Tertiary Education

Review of
literature on cost
Theory Empirical studies
Economic Cost •Factors affecting
•Direct cost (money out lay) costs of Tertiary
•Indirect cost (opportunity cost)
Education
Examp
le
 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

Formulation of Research Objectives

1. Ultimate objective (what the study hopes to accomplish)

2. General objective (what the study aims to do)

3. Specific objective (what the researcher should do)

 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

Formulation of Research Objectives

1. Ultimate objective (what the study hopes to accomplish)

The study on economic cost of tertiary education

hopes to provide data that can be used for
educational planning and policy-making by
considering the welfare of families with
college-age students lived on or below poverty
threshold.
 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

Formulation of Research Objectives

2. General objective: a broad statement of purpose which
uses abstract measurable concepts

The study aims to generate data on the economic

cost of tertiary education among households with
college students.
 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

Formulation of Research Objectives

3. Specific objective: a statement of purpose which uses
well-defined and measurable concepts, the formulation of which
should be based on and logically flow from the general objective.
The study aims to determine the per capita cost of
tertiary education among families with children in
college in terms of actual expenses classified by:
(a) Components of cost (d) Type of school attended
(b) Degree enrolled (e) Location of school
(c) Year level (f) Sex of child
 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

Formulation of Research Objectives

S pecific
M easurable
A ttainable
R ealistic
T imebounded
 Steps in the formulation of a
Research Problem
❶ Identify a broad area of interest in your field of study/discipline.
❷ Dissect the broad area into sub-areas.
❸ Select a sub-area or areas by process of elimination
❹ Raise research questions
❺ Formulate objectives (ultimate, general, & specifics)
❻ Assess these objectives to ascertain the feasibility of attaining them.

How to formulate specific objectives?

Topical Form Question Form
Action-oriented verb (what data to gather)
(what to do)
-to identify -to ascertain What
-to determin -to measure How
-to analyze -to explore To what extent
-to find out Why
-to document Is
Concepts & Variables

Concepts ▪Are mental images or perceptions

▪ Their meanings vary markedly from
individual (Prado, 2011)

Variables ▪Are measurable w/ varying degrees of

accuracy
▪Characteristics that have two or more
mutually exclusive values or properties
▪Take on dif. values for dif. Individuals.
Concepts & Variables
Examp
le
Concepts Variables
Direct cost of tertiary Per capita cost of tertiary
education education

Indirect cost of tertiary Average time contributed

education to home production

Poverty Income

Academic performance Grades

Concepts & Variables
Examp
le
Concepts Variables
Direct cost of tertiary Per capita cost of tertiary
education education
Indirect cost of tertiary Average time contributed
education to home production
Poverty Income
Academic performance Grades
Types of Variables

2. The design of the study

• Active variables Those variables that can be
manipulated, changed or
controlled.
• Attribute variables Those that cannot be
manipulated, changed or
controlled, and reflect the
Examp characteristics of the study
le
population.
Active variables Attribute variables
Teaching strategies Age, sex, tribe, religion,
Program interventions education
Types of Variables

1. The causal relationship

• Direct relationship
Independent Dependent
variable variable

• Indirect relationship
Intervening
variable
Independent Dependent
variable variable

Cause Effect or outcome

Types of Variables

2. The design of the study

• Active variables Those variables that can be
manipulated, changed or
controlled.
• Attribute variables Those that cannot be manipulated,
changed or controlled, and reflect
the characteristics of the study
Examp population.
le

Active variables Attribute variables

Teaching strategies Age, sex, tribe, religion,
Program interventions education
Theoretical & Conceptual
Frameworks (Prado, et.al, 2011)

Provide explicit explanations

why the problems under
study exist by showing how
the variables involved in the
problem are related to each
other.
Theoretical Framework
(Prado, et.al, 2011)

Theoretical Framework

Make use of a theory

or theories in Theory
- is a set of concepts and
explaining why a their relations which
explains, predicts, and
certain phenomenon, interprets how a
the subject of the particular phenomenon
exists & operates.
study occurred.
- uses abstract concepts
Conceptual Framework
(Prado, et. al, 2011)

Conceptual Framwork

❑ Utilizes specific or well-defined concepts

❑ Defines the relevant variables and maps
out how they might relate to each other. R
❑ Often represented in a visual form
❑ Guides the researcher to formulate the schema
showing relationship among variables in the
study.
-schematic diagram
-research paradigm
Theoretical & Conceptual
Frameworks (Prado, et.al, 2011)
Examp
le
Education of children is one of the
a. Theoretical major components of economic cost of
child rearing
Economic Cost of Tertiary Education
Direct money outlay
b. Conceptual Indirect cost (child’s time forgone in
home production)

Annual Per Capita Cost of Tertiary

Education
c. Operational direct cost
Indirect cost
Theoretical & Conceptual
Frameworks (Prado, et.al, 2011)
Examp
le

Independent variables Dependent variables

Family income
Family size Economic Cost of Tertiary
Education of Parents Education
Presence of HH helpers • direct cost
• indirect cost
Sex of child
Degree enrolled
Year level in school
Type of Tertiary school
Location of Tertiary school
 Matrix : Review of Related Examp
Literature and Studies Plan le

Review of
Related How is it
Literature & similar and
Research
Variables Studies different to
Question
Reviewed, the present
study? References in
Citations APA format
What is the Type of school
Annual Per
Capita Cost of Location of
Tertiary school
Education
Among Components of
Households? costs

Degree
Program
 Examp
Matrix 2: Methodology Plan le

Data
Research Instruments/ Source(s) of
Variables Collection
Question Tools Data
Techniques
What is the Type of Survey Question-nai Household
Annual Per school re Heads with
Capita Cost College
of Tertiary Location of Students
Education school
Among
Households? Components
of costs

Degree
Program
 Examp
Matrix 3: Data Analysis Plan le

Research Statistical
Variables Data Indicators
Question Tools
What is the Type of Annual Type of school Frequency
Annual Per school Per Distribution
Capita Cost Capita Location of
of Tertiary Location of Cost of school Percentage
Education school Tertiary
Among Education Components of
Households Component costs
in Bukidnon? s of costs
Degree
Degree Program
Program
References:
American Psychological Association (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: American Psychological Association.

Cozby, P.C. & Bates, S.C. (2015).Methods in Behavioral Research. New York. McGraw-Hill
Education

Creswell, J. W. (2013). Qualitative Designing and Research Design: Choosing among fine
approaches (3rd Ed). Thousand Oaks, CA, Sage.

Edmonds, W. A. & Kennedy, T. D. (2013). An Applied Reference Guide to Research Designs

(Quantitative, Qualitative, and Mixed Methods).
Marshall , C. & Rossman, G.B. (2010). Designing qualitative research (5th ed.).
Thousand Oaks, CA. Sage
Mertens (2015). Research and evaluation in education and psychology. Integrating
diversity with quantitative, qualitative and mixed methods.

Prado, et. al (2011). Research Methods. Maramag Bukidnon, Central Mindanao

University Press

Sott, G. & Garner, R. (2013). Doing Qualitative Research Designs, Methods, and
Tecniques. Boston. Pearson Education

Swartz, B.M., Landrum, R.E. & Gurung, R.A.R (2014). An Essay Guide to APA Style
(2nd ed.). Thousand Oaks, CA: Sage