Quarter 4, Module 1B :

Research Designs
and Research
Instruments
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 Quarter 4, Module 1B :
Research Designs
and Research
Instruments
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 This Week’s Objectives
At the end of this lesson, you are expected to:
● distinguish technical terms used in research;
● understand research designs and research instruments
as integral parts of a research study; and
● show the significance of research designs and
instruments to impact the accuracy and validity of a
research study.
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 Let’s Have a Quick Review
Directions: Answer the following questions:

1. What refers to a particular paper that describes a particular study and clearly states the
question, methodology, findings and other relevant information?
2. What does research begin with?
3. What does IMRAD stand for?
4. Which part of a research paper bears the study's title?
5. Which part of a research paper includes a broad overview of the paper, the research
question, the significance of the study, methods of research and findings?
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 Let’s Have a Quick Review
Directions: Type in the chat box the answers to the following questions:

6. Which part of a research paper tells the reader what problem your study is attempting to
solve as well as the study's significance and originality?

7. Which part of a research paper is where you add historical data or define previous theories
that provide context for your study?

8. Which part of the research paper is where you list all the ways you collected data,
including surveys, experiments, or field research?
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9. Which part of the research paper tells what the study finds?
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 Let’s Have a Quick Review
Directions: Type in the chat box the answers to the following questions:

10. Which part of the research paper is where you explain why your findings are significant ?

11. Which part of the research paper are helpful when you want to include supplementary
material that is relevant but not integral to the paper itself?
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 1. Can you name at least 5 laboratory
apparatuses and their uses?
2. Is there a significance in using
appropriate apparatus to what exactly
it measures or does?
3. What happens when you are not using
the correct apparatus for the task?
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 Let’s Match Them!

Column A Column B
1. methodology a. numerical
2. qualitative b. theoretical
3. quantitative c. procedure
4. instrument d. tool
5. design e. Outline
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 RESEARCH
DESIGN
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 Research design is the framework of research methods and
techniques chosen by a researcher. The design allows
researchers to hone in on research methods that are suitable
for the subject matter and set up their studies for success.

The design of a research topic explains the type of research

(experimental, survey, correlational, semi-experimental,
review) and also its sub-type (experimental design, research
problem, descriptive case-study).
There are three main types of research design: Data
collection, measurement, and analysis.
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 The type of research problem an
organization is facing will determine
the research design and not vice-versa.
The design phase of a study determines
which tools to use and how they are
used.
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 An impactful research design usually creates a minimum bias
in data and increases trust in the accuracy of collected data.
A design that produces the least margin of error in
experimental research is generally considered the desired
outcome. The essential elements of the research design are:
1. Accurate purpose statement
2. Techniques to be implemented for collecting and
analyzing research
3. The method applied for analyzing collected details
4. Type of research methodology
5. Probable objections for research
6. Settings for the research study
7. Timeline
8. Measurement of analysis
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 Proper research design sets your study up for
success. Successful research studies provide
insights that are accurate and unbiased. You’ll
need to create a survey that meets all of the main
characteristics of a design. There are four key
characteristics of research design:
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 Neutrality
When you set up your study, you may have to make assumptions about
the data you expect to collect. The results projected in the research design
should be free from bias and neutral. Understand opinions about the final
evaluated scores and conclusions from multiple individuals and consider
those who agree with the derived results.
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 Reliability
With regularly conducted research, the researcher involved expects
similar results every time. Your design should indicate how to form
research questions to ensure the standard of results. You’ll only be able to
reach the expected results if your design is reliable.
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 Validity
There are multiple measuring tools available. However, the only correct
measuring tools are those which help a researcher in gauging results
according to the objective of the research. The questionnaire developed
from this design will then be valid.
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 Generalization
The outcome of your design should apply to a population and not just a
restricted sample. A generalized design implies that your survey can be
conducted on any part of a population with similar accuracy.

The above factors affect the way respondents answer the research
questions and so all the above characteristics should be balanced in a good
design.
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 A researcher must have a clear
understanding of the various types of
research design to select which model to
implement for a study. Like research itself,
the design of your study can be broadly
classified into quantitative and qualitative.
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 Qualitative research design:
Qualitative research determines relationships between collected data and
observations based on mathematical calculations. Theories related to a
naturally existing phenomenon can be proved or disproved using
statistical methods. Researchers rely on qualitative research design
methods that conclude “why” a particular theory exists along with “what”
respondents have to say about it.
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 Quantitative research design:
Quantitative research is for cases where statistical conclusions to collect
actionable insights are essential. Numbers provide a better perspective to
make critical business decisions. Quantitative research design methods are
necessary for the growth of any organization. Insights drawn from hard
numerical data and analysis prove to be highly effective when making
decisions related to the future of the business.

You can further break down the types of research design into five
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categories:

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 1. Descriptive Research Design
:In a descriptive design, a researcher is solely interested in describing the
situation or case under their research study. It is a theory-based design
method that is created by gathering, analyzing, and presenting collected
data. This allows a researcher to provide insights into the why and how of
research. Descriptive design helps others better understand the need for
the research. If the problem statement is not clear, you can conduct
exploratory research.
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 2. Experimental Research Design
:Experimental research design establishes a relationship between the cause and effect of
a situation. It is a causal design where one observes the impact caused by the
independent variable on the dependent variable. For example, one monitors the
influence of an independent variable such as a price on a dependent variable such as
customer satisfaction or brand loyalty. It is a highly practical research design method as
it contributes to solving a problem at hand. The independent variables are manipulated
to monitor the change it has on the dependent variable. It is often used in social
sciences to observe human behavior by analyzing two groups. Researchers can have
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participants change their actions and study how the people around them react to gain a
better understanding of social psychology.

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 3. Correlational Research Design
:Correlational research is a non-experimental research design technique that helps
researchers establish a relationship between two closely connected variables. This type
of research requires two different groups. There is no assumption while evaluating a
relationship between two different variables, and statistical analysis techniques
calculate the relationship between them.

A correlation coefficient determines the correlation between two variables, whose value
ranges between -1 and +1. If the correlation coefficient is towards +1, it indicates a
positive relationship between the variables and -1 means a negative relationship
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between the two variables.

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 4. Diagnostic Research Design
In diagnostic 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 situations.

This design has three parts of the research:

· Inception of the issue

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· Diagnosis of the issue

· Solution for the issue

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 5. Explanatory Research Design
Explanatory design uses a researcher’s ideas and thoughts on a
subject to further explore their theories. The research explains
unexplored aspects of a subject and details about what, how, and
why of research questions.
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 Data-collecting Instruments
Data collection is an important step in the research process. The instrument you choose to
collect the data will depend on the type of data you plan on collecting (qualitative or
quantitative) and how you plan to collect it.

Several common data-collecting instruments are used in construction research:

• Questionnaires
• Interviews
• Observations
• Archival documents and government sources
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• Laboratory experiments
• Quasi-experiment
• Scales (measuring and weighing tapes)

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 Questionnaires
The questionnaire is a tool designed for the collection of quantitative
data and is widely used in construction research as it is a good
research instrument for collecting standardized data and making
generalizations. Questionnaires can provide quick responses but
adequate care must be taken when developing questionnaires, to
ensure you don’t influence the response you receive. The design of
your questionnaire should reflect your research aims and objectives.
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 Interviews
Interviews are a tool mainly for the collection of qualitative data and
are popular as a data-collection tool because of their flexibility.

According to Silverman (1997: 98), interviews are:

… active interactions between two or more people leading to a

negotiated contextually based result.
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These interactions can come in a structured or semi-structured form

to generate insights and concepts.

When planning and considering an interview, the following factors 30

 Interviews
When planning and considering an interview, the following factors
are taken into consideration:

Completeness, Tact, Precision, Accuracy, Confidentiality

Interviews require specialized skills from the interviewer, who will

need to negotiate a good partnership with the respondent to ensure a
highly detailed and valid set of qualitative data is collected and
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transcribed effectively.

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 Interviews
Jones (1985: 46) explains the reason behind conducting an
interview:

To understand other persons’ constructions of reality, we would do

well to ask them […] and to ask them in such a way that they can tell
us in their terms […] and in a depth that addresses the rich context
that is the substance of their meanings.
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 Interviews
There are different types of interview:

• Individual, face-to-face verbal interchange

• Face-to-face group interviews (focus groups)

• Telephone surveys

Interviews can be:

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• Conducted as a one-time occurrence

• Conducted as multiple, longer sessions 33

 Observation
Observation is a systematic data-collecting technique that involves
watching individuals in their natural environment or a naturally occurring
situation.

The processes under observation are normal and not contrived. They can
range from individual cases to groups and whole communities. They
provide highly detailed information about natural processes. The data
collection is laborious and time-consuming and may have to be repeated to
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ensure reliability. However, observation schedules based on a set of

expectations can make data collection easier.

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 Observation
The level of observer participation can vary from wholly participant to a
non-participant. The non-participant observer has limited interaction with
the people being observed.

Observers can collect data through field notes, video, or audio recording,
which can be analyzed using qualitative analytical tools. If you code your
observations to exact numerical data, it can be analyzed using a quantitative
approach.
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 Observation
One of the main benefits of using wholly or partial participant observation
is that the level of immersion and prolonged involvement with participants
can lead to a good rapport, thereby encouraging participants to speak up
freely. This helps with the rich details of the collected data.
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 AGREEMENT WITH INDEFINITE
PRONOUNS
Use a plural personal Both of the
pronoun when the
antecedent is a plural women gave
indefinite pronoun. their support.
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 AGREEMENT WITH INDEFINITE
PRONOUNS
Use a singular Each of the
personal pronoun
when the antecedent girls handed her
is a singular assignment on
indefinite pronoun. time.
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 AGREEMENT WITH INDEFINITE
PRONOUNS
Use a singular One of the
personal pronoun
when the antecedent players forgot
is a singular his racket.
indefinite pronoun.
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 AGREEMENT WITH INDEFINITE
PRONOUNS
Use a singular each, either, neither,
personal pronoun one, anyone, no one,
when the antecedent anybody, nobody,
is a singular someone, and
indefinite pronoun. someone
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 AGREEMENT WITH INDEFINITE
PRONOUNS
For those indefinite
Some of the
pronouns that can either be
singular or plural, paint had lost its
agreement depends on the
sheen.
antecedent of the indefinite
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pronoun

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 AGREEMENT WITH INDEFINITE
PRONOUNS
For those indefinite
Some of the
pronouns that can either be
singular or plural, actors forgot
agreement depends on the
their lines.
antecedent of the indefinite
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pronoun

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 MAKING PERSONAL PRONOUNS AGREE
WITH INDEFINITE PRONOUNS.
1. Both of the trucks had delivered (its, their)
shipments.
2. Each of the girls made (her, their) own dress.
3. All of the students completed (his, their)
assignments.
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 MAKING PERSONAL PRONOUNS AGREE
WITH INDEFINITE PRONOUNS.
4. Several of the dancers promised (her, their)
autographs.
5. Neither of the girls offered to lend me (her, their)
notes.
6. One of the victims volunteered to tell (his, their)
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story.
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 MAKING PERSONAL PRONOUNS AGREE
WITH INDEFINITE PRONOUNS.
7. All of the members agreed to give (his, their) reasons.
8. Many of the witnesses offered (his, their) opinions.
9. Few of the reporters have (her, their) credentials on
them.
10. Only one of the women explained (her, their) reasons.
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 Exercise B: Making Personal Pronouns Agree with Indefinite Pronouns.
1. Each of the musicians has (his, their) music ready.
2. Which one of the women wanted (her, their) coat?
3. Some of the townspeople have voiced (its, their) approval.
4. Neither of my uncles will bring (his, their) car.
5. All of the students have found (his, their) books.
6. Not one of the girls was tired after (her, their) speech.
7. All of the children want to take (his, their) naps.
8. Some of the delegates weren’t wearing (his, their) badges.
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9. Jim and Scott forgot (his, their) baseball bats.

10.Either Ellen or Mary will recite (her, their) poem next.
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 SHARING
TIME!
1. You will form groups of five (5) according to class numbers. Based on the size
of the class, there will be 7 groups. So, class numbers 1-5 will be Group 1,
class numbers 6-10, Group 2 and so on.
2. Open Google Jamboard and create a board. Don’t forget to write your group
name at the upper left-hand corner of the Jamboard.
3. Make sure to create a post-it of your assigned topic/situation. Don’t forget to
write your names on top of the post-its.
4. Then, collaboratively decide on what research design is to be used for your
assigned topic/situation.

5. You are given only 5 minutes to discuss among your group mates. After 5
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minutes, you have to report your work to the class.

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 SHARING
TIME!
Directions: Determine what research design or research instruments will be used to collect or gather
the data needed.
1. Present arguments that either speak for the separation of church and state or the continued
influence of the church in many pivotal legislative proceedings.
2. Is it better to isolate the students with a disability and put them in specialized schools and
subject them to specialized training or leave them in the general cycle of ordinary school
life?
3. A fairly new perspective has been quickly adopted by the newer classes of students which
states that exams do little save for arbitrarily gauging one's ability to sit exams and
alternatives should be explored.
4. Will there ever be a universally working syllabus that produces better results than the
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current, dilapidated systems?

5. Children who are exposed to technology and the internet are generally more
knowledgeable, approachable, and less ignorant toward new concepts.

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 Google Jamboard
Link

https://tinyurl.com/ResearchDesignInstruments
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 Quarter 4, Module 1B Assessment
Please access your Quarter 4, Module 1B Assessment
through your www.formative.com accounts.

Just click: Quarter 4, Module 1B: Research Designs

and Instruments
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THANK YOU!
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