Inquiries,

Investigation
and Immersion

Research Design
Week 8
 Lesson Objectives

• Identify the three major groups of design;

• Differentiate primary and secondary sources; and
• Choose what kind of research design to use.
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Research Design
A research design is a plan, structure, and strategy of investigation
so conceived as to obtain research or problems. (Kerlinger, 1986)
It is a blueprint or detailed plan on how a research study is to be
completed operationalizing variables so they can be measured,
selecting a sample of interest to study, collecting data to be used
as a basis for testing the hypothesis, and analyzing the results.
(Thyer, 1993 in Kumar, 1996)
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Three Major Groups of Designs by Best and Kahn (1998), Sevilla
(1992) and De Jesus Ethel ( 1984)

Historical Design
The study focused on the past (what was)

• History may be defined as the “branch of knowledge

concerned with past events, especially those involving human
affairs.” (Funk and Wagnalls, 1976)
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• The “search for knowledge and the truth.” (Good and

Scates (1972)

• As “any integrated narrative or descriptive past events or

facts are written in a spirit of critical inquiry for the
whole truth”. Nevins (1978)
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• It is a meaningful record of human achievement. It is

used to understand the present in light of past events
and developments (Best and Khan, 1998).

• Historical research, therefore, is the application of the

scientific method to the description and analysis of past
events.
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Data are drawn from the

observations and experiences of
others and the researchers use
logical inferences to supplement
whatever information is given by
the sources.
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Historical research may be useful in the following ways:

• It helps in searching through the past for solutions to

contemporary problems and needs.
• It sheds light on the present.
• People will have a sense of continuity from the past to
the present.
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• Communities will understand the relationship between

their past the current issues.
• Our experiences will be the broad end and they will make
us more understanding and appreciative of our human
nature and uniqueness.
• We will possibly adopt better ways of deciding and doing
things.
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Sources of Data
1.Primary Sources
oDocuments
➢Orders, Memoranda, Circulars
➢Constitution, Laws
➢Charters: Court decisions
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➢Executive and other official records such as proceedings

of administrative offices and bodies

➢Reports of school surveys

➢Annual reports

➢Courses of study, catalogs, and prospectuses

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➢Newspaper and periodicals

➢Personal materials such as autobiographies

➢Legal instruments executed by individuals such as

contracts, wills, and deeds
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✓Remains
➢Physical plant
➢Equipment apparatus
➢Teaching aids and devices
➢Picture of buildings or furnishing
➢Forms of diploma and certificates
➢Textbooks and reference book
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2. Secondary Sources

• Histories of education
• Bibliographies
• Encyclopedia and many
others
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II. Descriptive Design

➢Is the study focused on the

present condition (what is)
descriptive design focuses on the
present condition. The purpose is
to find new truths.
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Types of Descriptive Research

a.Descriptive – Survey
b.Descriptive - Normative Survey
c.Descriptive - Analysis
d.Descriptive - Evaluative
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e. Descriptive - Comparative
f. Correlational Survey
g. Developmental Studies
h. Trend Analysis
i. Causal Comparative or Ex Post Facto
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Descriptive- Survey

It is a systematic examination of
the condition, situation, or
value in order to collect data for
the analysis of some aspect,
area, or group (Webster,1986)
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Four Classification of Survey According to Scope and

Subject Matter

1.Census of Tangibles
• This covers a small population where the variables are
concrete.
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2. Census of Intangibles
• This deals with constructs not directly observable.

3. Sample Survey of Tangibles

• This involves a large population from where the
sample is made and the information obtained is
concrete.
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4. Sample Survey of Intangibles

• This deals with measurements of psychological and

sociological constructs of a large population.
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Descriptive-Normative Survey

➢The term normative is sometimes used because

surveys are frequently made to ascertain the normal of
typical conditions (or picture) or to compare local
results with a state or national norm.
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Descriptive- Analysis
➢Determines to describe the nature of an object by
separating it into parts. Discovering the nature of
things.
Descriptive- Evaluative
➢ Appraise carefully the worthiness of the current
study.
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Descriptive- Comparative

➢The researcher considers at least two entities (not

manipulated) and establishes a formal procedure for
obtaining criterion data which becomes the basis of
comparison and conclusion.
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Correlational Survey
➢It is a design to estimate the extent to which variables are
related to each other in the population of interest.

Developmental Studies
➢Intends to get information about the subjects at various
stages which may need a considerable period of time.
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Longitudinal Survey- in this technique, change is

determined over an extended period of a tie for the same
sample of participants or the same situations.

Cross-Sectional Survey- this is designed to evaluate

changes over time by studying participants of various age
levels and other characteristics at the same point.
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Trend Analysis

➢Projects the demands or records of the point in the

future.
➢Estimates the rate and direction of changes in the
future.
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Causal Comparative or Ex Post Facto

➢Ex post facto means “from after the fact” (Gray,1976)

➢Investigates the problem by discovering not only

what a phenomenon is but also how and why it
occurs.
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Case Study

• A way of organizing social data to understand social

reality.
• Describe the past, present, and future.
• An intensive investigation of a particular individual,
institution, community, or any group considered as a unit.
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• Analyzes carefully the interactions between factors

that explain the present situation.

• Usually applied by guidance counselors, midwives,

nurses, physicians, psychologists, and educators.
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Steps in Using the Case Study Method

1.Recognize and determine the status of the phenomenon

to be investigated.

1.Collect the data related to the factors or circumstances

associated with the given phenomenon.
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3. Diagnose or identify the causal factors as a basis of

remedial or developmental treatment.
4. Apply the remedial or adjustment measure.
5. Make subsequent follow-ups to determine the
effectiveness of the corrective or developmental measure
applied.
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III. Experimental Design

• Problem-solving approach where the study is

described in the future in as to what will be when
certain variables are carefully controlled or
manipulated.
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• Focus is on the cause-effect relationship

• Most useful in the laboratory for subjects like

Zoology, Biology, and the like.
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Characteristics of the Experimental Research
• An independent variable (experimental variable is
manipulated)
• All other variables except the dependent variable (or
criterion variable) are held constant.
• The effect of the manipulation of the independent
variable on the dependent variable is observed or
measured.
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