CHAPTER 3

RESEARCH DESIGN
AND METHODOLOGY

Ms. MARILYN F. JOSE

MAED- MATH
 Research Design
 serves as a bridge between research questions and
the execution, or implementation of the research
strategy.

 It is a set of advance decisions that make up the

master plan specifying the methods and procedures
for collecting and analyzing the needed information.

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 Research Methodology
 It involves analysis of the assumptions, principles and
procedures in a particular approach to inquiry.

 According to Schwardt (2007), Creswell and Tashakkori

(2007), and Teddlie and Tashakkori (2007), methodologies
explicate and define the kinds of problems that are worth
investigating; what constitutes a researchable problem; testable
hypotheses; how to frame a problem in such a way that it can
be investigated using particular designs and procedures; and
how to select and develop appropriate means of collecting data.

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 RESEARCH DESIGN
AND METHODOLOGY
 INTRODUCTION
 RESEARCH DESIGN
 POPULATION AND SAMPLING TECHNIQUES

 INSTRUMENT
 DATA COLLECTION PROCEDURE

 DATA ANALYSIS PROCEDURE

 INTRODUCTION

 It establishes the context of the research being

conducted by summarizing current understanding
and background information about the topic,
stating the purpose of the work in the form of the
hypothesis, question, or research problem, briefly
explaining your rationale, methodological
approach, highlighting the potential.
Sample…

 This chapter gives an outline of research methods that were

followed in the study. It provides information on the
participants, that is, the criteria for inclusion in the study,
who the participants were and how they were sampled. The
researcher describes the research design that was chosen for
the purpose of this study and the reasons for this choice.
The instrument that was used for data collection is also
described and the procedures that were followed to carry
out this study are included. The researcher also discusses
the methods used to analyze the data. Lastly, the ethical
issues that were followed in the process are also discussed.

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 RESEARCH DESIGN
> it is the conceptual structure within which research is conducted;
4.2> it constitutes the blue print for the collection, measurement and
analysis of data
> the research designprovides the backbone structure of the study
and hold it’s together.
 Why Is Research Design Important?

 Good research design is the “first rule of good

research.”
 Knowledge of the needed research design allows
advance planning so that the project may be
conducted in less time and typically at a cost
savings due to efficiencies gained in preplanning.
 DIFFERENT RESEARCH
DESIGN
DESCRIPTIVE RESEARCH DESIGN
EXPERIMENTAL RESEARCH DESIGN
CORRELATIONAL RESEARCH
DESIGN
DIAGNOSTIC RESEARCH DESIGN
EXPLORATORY RESEARCH DESIGN
 DESCRIPTIVE RESEARCH
DESIGN
A researcher is solely interested in
describing the situation or case
under their research study.
It is a theory-based design method
which created by gathering,
analyzing and presenting collected
data
 EXPERIMENTAL
RESEARCH DESIGN
Establishes a relationship between
the cause and effect of asituation.
It is a causal design where one
observes the impact caused by the
independent variable on the
dependent variable.
 CORRELATIONAL
RESEARCH DESIGN
Is a non-experimental research technique
that helps researchers establish a relationship
between two closely connected variables.
This type of research requires two different
groups.
There is no assumptions while evaluating a
relationship between two different variables
and statistical analysis techniques calculate
the relationship between them.
 DIAGNOSTIC RESEARCH
DESIGN
The researcher is looking to evaluate the
underlying cause of a specific topic or
phenomenon.
This method helps one learn more about the
factors that create troublesome situation.
This design has three parts of the research:
> Inception of the issue
> Diagnostic of the issue
> Solution for the issue
 EXPLANATORY
RESEARCH DESIGN
Uses a researcher’s ideas and
thoughts on a subjects to further
explore their theories.
The research explains unexplored
aspects of a subject and details
about what, how and why of
research questions.
 POPULATION SAMPLING
TECHNIQUE
SAMPLE
- Consists of a smaller, finite number of
“units” (e.g., people, cases, events,
sites,organizations, countries,etc..) that are extracted
from a larger population of interest (e.g., a population
or group of program participants, events, cases,
agencies, countries or state residents).
TYPES OF SAMPLING TECHNIQUE
PROBABILITY SAMPLING TECHNIQUES
- Use random selection (i.e., probabilistic method) to help you select units
from your population for the inclusion in your sample.
A. Simple Random Sampling
- there is an equal chance or probability that any unit within the
population could be selected for inclusion in the sample
B. Stratified Random Sampling
- There is an equal chance or probability of selecting each unit from
within a particular stratum(group) of the population when creating the
sample)e.g., males vs females)
c. Systematic Random Sampling
- There is an equal chance or probability that any unit within the
population could be selected for inclusion in the sample; the first unit us
generally selected a complete random (e.g., using a random number table or
generator) but units are selected in an ordered way (e.g., every 9th unit) based
on a sampling fraction (the selected sample size divided by the population
size).
TYPES OF SAMPLING TECHNIQUE
NON-PROBABILITY SAMPLING
TECHNIQUES
- depend on the subjective judgement of the researcher or evaluator to
select units from the population for inclusion in the sample.
A. Convenience Sampling
- Units that are selected for inclusion in the sample are simply the
easiest to access within the population
B. Proportional Quota Sampling
- Goal is to create a sample in which the groups that are being studied
are proportional to their representation in the population being studied
C. Purposive Sampling
- Describes a group of various sampling techniques that rely on the
judgment of the researcher when it comes to selecting the units (e.g.,
people, cases/organizations, events, etc.) that are to be studied. These
include heterogenous sampling and homogenous sampling
 D. Self-Selection Sampling
- Units – either individuals or organizations – choose to
participate in the research project or evaluation of their
own accord. The key component is that the individuals or
organizations volunteer to take part in the research rather
than being approached by the researcher or evaluator
directly.
E. Snowball Sampling
- A sampling and recruitment method in which existing
study subjects or a small group of known contacts helps to
recruit future subjects from among their acquaintances.
- Snowball sampling (also known as chain sampling,
chain-referral sampling, and referral sampling) is often
used when members of a population are hard to reach or
locate.
 RESEARCH
INSTRUMENT
Key Questions
 The instruments and procedures used in collecting data is
called instrumentation.
 Questions arise regarding the procedures and conditions
under which the instruments will be administered:
 Where will the data be collected?
 When will the data be collected?
 How often are the data to be collected?
 Who is to collect the data?

 The most highly regarded types of instruments can provide

useless data if administered incorrectly, by someone disliked
by respondents, under noisy, inhospitable conditions, or
when subjects are exhausted.
What are Data?

 Data refers to the information researchers obtain

on the subjects of their research.
 Demographic information or scores from a test are
examples of data collected.
 The researcher has to determine what kind of data
they need to collect.
 The device the researcher uses to collect data is
called an instrument.
 Validity, Reliability, and
Objectivity
 Validity is an important consideration in the choice of an
instrument to be used in a research investigation
 It should measure what it is supposed to measure
 Researchers want instruments that will allow them to make warranted
conclusions about the characteristics of the subjects they study
 Reliability is another important consideration, since researchers
want consistent results from instrumentation
 Consistency gives researchers confidence that the results actually
represent the achievement of the individuals involved
 Objectivity refers to the absence of subjective judgments
 This should be eliminated with regards to achievement of the subjects,
even if its difficult to do so
 Usability
 An important consideration for any researcher in choosing
or designing an instrument is how easy the instrument will
actually be to use.
 Some of the questions asked which assess usability are:
 How long will it take to administer?
 Are the directions clear?
 How easy is it to score?
 Do equivalent forms exist?
 Have any problems been reported by others who used it?

 Getting satisfactory answers can save a researcher a lot of

time and energy.
Ways to Classify Instruments
 Who Provides the Information?
 Themselves: Self-report data
 Directly or indirectly: from the subjects
of the study
 From informants (people who are
knowledgeable about the subjects and
provide this information)
 Types of Researcher-
completed Instruments
 Rating scales  Performance
checklists
 Interview schedules
 Anecdotal records
 Tally sheets
 Time-and-motion logs
 Flowcharts  Observation forms
Excerpt from a Behavior Rating Scale for Teachers
(Figure 7.4)

Instructions: For each of the behaviors listed

below, circle the appropriate number, using
the following key: 5 = Excellent, 4 = Above
Average, 3 = Average, 2 = Below Average,
1 = Poor.

A. Explains course material clearly.

1 2 3 4 5
B. Establishes rapport with students.
1 2 3 4 5
C. Asks high-level questions.
1 2 3 4 5
D. Varies class activities.
1 2 3 4 5
Excerpt from a Graphic Rating Scale (Figure 7.5)

Instructions: Indicate the quality of the student’s participation

in the following class activities by placing an X anywhere along
each line.

AlwaysFrequently Occasionally Seldom Never

1. Listens to teacher’s instructions.

Always Frequently Occasionally Seldom Never

2. Listens to the opinions of other students.

Always Frequently Occasionally Seldom Never

3. Offers own opinions in class discussions.
Example of a Product Rating Scale (Figure 7.6)
Interview Schedule (Figure 7.7)
Sample Observation Form
(Figure 7.8)
Discussion Analysis Tally Sheet (Figure 7.9)
Participation Flowchart (Figure 7.10)
Performance Checklist Noting Student Actions (Figure 7.11)
Time-and-Motion Log (Figure 7.12)
 Types of Subject-completed
Instruments
 Questionnaires  Achievement/
 Self-checklists aptitude tests
 Attitude scales  Performance tests
 Personality inventories Projective devices
 Sociometric devices
Example of a Self-Checklist (Figure 7.13)
Example of Items from a Likert Scale (Figure 7.14)
Example of the Semantic Differential
(Figure 7.15)
Pictorial Attitude Scale for Use with Young Children (Figure 7.16)
Sample Items from a Personality Inventory (Figure 7.17)
Sample Items from an Achievement Test (Figure 7.18)
Sample Item from an Aptitude Test (Figure 7.19)
Sample Items from an Intelligence Test (Figure 7.20)
Example from the Blum Sewing Machine Test (Figure 7.21)
Sample Items from the Picture Situation Inventory
Example of a Sociogram (Figure 7.23)
Example of a Group Play (Figure 7.24)
 DATA
COLLECTION
PROCEDURE
AND
DATA ANALYSIS
PROCEDURE
DATA…
> is a collection of facts, figures, objects,
symbols, and events gathered from
different sources.
> Organizations collect data to make better
decisions. Without data, it would be
difficult for organizations to make
appropriate decisions, and so data is
collected at various points in time from
different audiences.
 Different Approaches for
Data Collection/Data Analysis

 Experiment  Participant Observation

 Survey  Ethnography
 Quasi-Experiment  Individual Qualitative
Interview
 Secondary Data Analysis
 Textual Analysis
 Content Analysis  Focus Group Discussion
 Historical Comparative  Del-Phi Method
Methods (Archival
Analysis )
 Data Collection Strategies

 No one best way: decision depends on:

 What you need to know: numbers or stories
 Where the data reside: environment, files,
people
 Resources and time available
 Complexity of the data to be collected
 Frequency of data collection
 Intended forms of data analysis

IPDET © 2009
 Rules for Collecting Data

 Use multiple data collection methods

 Use available data, but need to know
 how the measures were defined
 how the data were collected and cleaned
 the extent of missing data
 how accuracy of the data was ensured

IPDET © 2009
 Rules for Collecting Data
 If must collect original data:
 be sensitive to burden on others
 pre-test, pre-test, pre-test
 establish procedures and follow them
(protocol)
 maintain accurate records of definitions and
coding
 verify accuracy of coding, data input
IPDET © 2009
 Characteristics of Good
Measures
 Is the measure relevant?
 Is the measure credible?
 Is the measure valid?
 Is the measure reliable?

IPDET © 2009
 55 Which Data?

If you: Then Use:

- want to conduct statistical analysis
- want to be precise Quantitative
- know what you want to measure
- want to cover a large group
- want narrative or in-depth information
- are not sure what you are able to measure Qualitative
- do not need to quantify the results

IPDET © 2009
 Obtrusive vs. Unobtrusive
Methods
Unobtrusive
Obtrusive data collection
data collection methods that do
methods that directly not collect
obtain information information
from those being directly from
evaluated
evaluees
e.g. interviews, surveys, e.g., document analysis,
focus groups GoogleEarth, observation at a
distance, trash of the stars

IPDET © 2009
 Reference:
Microsoft Word - RESEARCH REPORT DOC 2-corrections.doc (wits.ac.za)

 Research Design: Definition, Characteristics and Types |

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 Microsoft Word - Population Sampling Tech
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