QUANTITATIVE

RESEARCH DESIGN

MAUREEN A. GARCIA
 Design is a word which means a plan or
something that is conceptualized by the mind.

In the field of research, it serves as a blueprint

or a skeletal framework of your research study.
Research
Design It refers to the overall strategy that you chose in
order to integrate the different components of
the study in a coherent and logical way.
The research problem determines the research
design you should use.
Research Methods

Two main types:

1. Qualitative Research

2.Quantitative Research
 QUALITATIVE QUANTITATIVE
RESEARCH RESEARCH

• Understand subjective • Measure variables and

experiences, beliefs, and describe frequencies,
concepts averages, and correlations
• Gain in-depth knowledge • Test hypotheses about
of a specific context or relationships between
culture variables
• Explore under-researched • Test the effectiveness of a
problems and generate new new treatment, program or
ideas product
Quantitative research is…
•“ Explaining phenomena by collecting numerical
data that are analyzed using mathematically based
methods (in particular statistics)”.

generates numerical data or information that can

be converted into numbers.
▪ Only measurable data are being gathered and analyzed in
quantitative research.
• use of tools such as questionnaires, surveys,
measurements and other equipment to collect numerical
or measurable data.
• if you are conducting a Quantitative Research, what will
most likely appear in your discussion are tables
containing data in the form of numbers and statistics
• researchers tend to remain objectively separated from
the subject matter.
Quantitative Research Design
▪ There are four main types of Quantitative research:
1. Descriptive
2. Correlational
3. Causal-Comparative/Quasi-Experimental
4. Experimental Research
DESCRIPTIVE RESEARCH
▪ This type of research describes what exists and may help to uncover new
facts and meaning. The purpose of descriptive research is to observe,
describe, document aspects of a situation as it naturally occurs.
▪ This involves the collection of data that will provide an account or
description of individuals, groups or situations. Instruments we use
to obtain data in descriptive studies include questionnaires,
interviews (closed questions), observation (checklists, etc.)
▪ There is no experimental manipulation or indeed any random
selection to groups, as there is in experimental research.
▪ The characteristics of individuals and groups such as nurses, patients
and families may be the focus of descriptive research. It can provide a
knowledge base which can act as a springboard for other types of
quantitative research methods.
A description on the implementation of limited
face to face classes
A description on modular approach of learning
A description on the National Election 2022
CORRELATIONAL RESEARCH
▪ Quantitative correlational research aims to systematically
investigate and explain the nature of the relationship between
variables in the real world. Often the quantifiable data (i.e. data
that we can quantify or count) from descriptive studies are
frequently analyzed in this way.
▪ Correlational research studies go beyond simply describing
what exists and are concerned with systematically
investigating relationships between two or more variables of
interest (Porter & Carter 2000).
▪ Such studies only describe and attempt to explain the nature of
relationships that exist.
The relationship between intelligence and
self esteem
The relationships between the types of
activities used in math classrooms and
student achievement
The relationship between diet and anxiety
The relationship between an aptitude test
and success in algebra courses.
Causal-comparative/quasi-
experimental research
▪ Quasi-experimental research attempts to establish cause-effect relationships
among the variables.
• These types of design are very similar to true experiments, but with some key
differences.

▪ An independent variable is identified but not manipulated by the experimenter,

and effects of the independent variable on the dependent variable are measured.

• It is not the same as true experimental research because quasi-experimental

research studies lack one or both essential properties of randomization and a
control group.

▪ The researcher does not randomly assign groups and must use ones that are
naturally formed or pre-existing groups.
• The effect of preschool attendance on the social
maturity at the end of the first grade
• The effect of gender on algebra achievement
• The effect of part time employment on the
achievement of high school student
Experimental research
▪ often called true experimentation, uses the scientific method
to establish the cause-effect relationship among a group of
variables that make up a study.
▪ The true experiment is often thought of as a laboratory study, but
this is not always the case; a laboratory setting has nothing to do
with it. A true experiment is any study where an effort is made
to identify and impose control over all other variables except
one.
▪ An independent variable is manipulated to determine the
effects on the dependent variables. Subjects are randomly
assigned to experimental treatments rather than
identified in naturally occurring groups
 Decision tree matching research design to
category of research question
Is there a treatment?
No Yes
Is the primary purpose examination of Is the treatment tightly controlled
relationship? by the researcher?
No Yes No Yes

Descriptive Design Will the sample be Quasi- Will a randomly

( Factor-isolating) studied as a single experimental assigned or
group? (situation relating) selected control
group be used?
No Yes No
Yes
Correlational Experimental
Design (Factor Design(situation
Relating) producing)
 CLASSIFICATION OF RESEARCH DESIGN (POLIT &
HUNGLER, 1999)

1.Focus Group Discussion

2. Grounded Theory
3. Phenomenology
4. Discourse Analysis
5. Participant Observation
6. Historical
7. Content Analysis

1. Pre-Test
Design
2. Post test
design
3. Post test
only/Contr
ol Group
Design
3
ESSENTIAL CHARACTERISTICS OF
EXPERIMENTAL
DESIGNS
Randomization

Experimental
Design

Contro Manipulation
l
Randomization

•Participants being assigned to either

receive (experimental group) or not receive
(control group), the treatment condition or
intervention (IV).
METHOD OF
RANDOMIZATION
•Lottery method
•Tossing a coin
•Random number table
•Computer
 MANIPULATI
ON
Manipulation is the process of
maneuvering the I.V, so that its effect
on the dependent variable (D.V) can
be observed/measured.
 METHOD OF
MANIPULATION
Researcher gives intervention to
experimental group and withholds it to
the control group or administers some
other treatment. E.g. Gentle message is
effective as a pain relief measures for
elderly.
 CONTR
OL

• Control is for elimination of bias.

• Control group refers to a group of subjects,
whose performance is used to evaluate the
performance of experimental group on same
D.V.
 TRUE EXPERIMENTAL
• 1.1 Classic experimental design/pretest-post test control group design
• 1. Randomly assign individuals to a treatment group or
control group.
• 2. Administer the same pre-test to all individuals and
record their scores.
• 3. Administer some treatment procedure to individuals in
the treatment group and administer some standard
procedure to individuals in the control group.
• 4. Administer the same post-test to individuals in both
groups.
• 5. Analyze the difference between pre-test and post-test
scores between the treatment group and control group.
• Example: A teacher splits randomly assigns half of her
class to a control group and the other half to a treatment
group. She then uses a standard teaching technique
and a new teaching technique with each group
respectively for one week and then administers a post-
test of similar difficulty to all students. She then
analyzes the differences between the pre-test and post-
test scores to see if the teaching technique had a
significant effect on scores between the two groups.
1.2 Post test Only Control Group Design
• Example: A posttest is administered to two groups to
look at the relationship between abstinence education
and positive youth development. One group (comparison
group) does not participate in an after-school abstinence
program. Another group (participant group) participates
in the abstinence education program. Both groups
receive a survey that measures positive youth
development (posttest). The scores on the posttest are
compared to see if the abstinence education program
had an impact on positive youth development for those
attending the program.
 2. QUASI EXPERIMENTAL DESIGN
2.1. Non-Equivalent
Control Group Design
The non-equivalent
control group design is
perhaps the most
popular quasi-
experimental design.
The nonequivalent control
group design is effective
at researching groups
that already exist in the
population.
 Learning number patterns through computational
thinking activities: A Rasch model analysis
Despite the increasing presence of computational thinking (CT) in the mathematics context, the connection between CT and
mathematics in a practical classroom context is an important area for further research. This study intends to investigate the impact of
CT activities in the topic of number patterns on the learning performance of secondary students in Singapore. The Rasch model
analysis was employed to assess differences of ability between students from the experimental group and control group. 106
A quasi-
Secondary One students (age 13 years old) from a secondary school in Singapore took part in this study.
experimental non-equivalent groups design was utilized where 70
students were assigned into the experimental group, and 36 students
were assigned into the control group. The experimental group was given
intervention with CT-infused activities both on- and off computer, while
the control group received no such intervention. Both groups were
administered the pretest before the intervention and the posttest after
the intervention. The data gathered were analyzed using the partial credit version of the Rasch model. Analysis of
pretest and posttest results revealed that the performance of the experimental group was similar to the control group. The
findings did not support the hypothesis that integrating CT in lessons can result in improved mathematics learning. However, the
drastic improvement was observed in individual students from the experimental group, while there is no obvious or extreme
improvement for the students from the control group. This study provides some new empirical evidence and practical contributions
to the infusion of CT practices in the mathematics classroom
2.2 Time Series Design
3. Pre-Experimental Design
• 3.1 One shot case study
• a research design in which a single group is observed on a
single occasion after experiencing some event, treatment,
or intervention.
Lalitha, Premila & Balu (2006) conducted a
study on nursing personnel registered for a
day workshop on life skill education at
MTIHS, Pondicherry.
Training Students’ Science Process Skills through Didactic Design on
Work and Energy
• Abstract. Science Process Skills (SPS) has not been optimally trained to the
students in the learning activity. The aim of this research is finding the ways to
train SPS on the subject of Work and Energy. One shot case study
design is utilized in this research that conducted on 32
students in one of the High Schools in Bandung. The students’
SPS responses were analyzed by the development SPS based assessment
portfolios. The results of this research showed the didactic design that had
been designed to training the identifying variables skills, formulating
hypotheses, and the experiment activity shows the development. But the
didactic design to improve the students’ predicting skills shows that the
development is still not optimal. Therefore, in the future studies need to be
developed the didactic design on the subject Work and Energy that exercising
these skills.
 3.2 ONE GROUP PRE-TEST AND
POST-TEST DESIGN
• Here only one group is observed before and
after the independent variable is
introduced.

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E.g. Sailaxmi Gandhi(2006) conducted
a pre-experimental study to assess
the effectiveness of stress
management programme on the
selected variables of nurses working
in psychiatric wards at Bangalore.
• Example of a researcher who is interested in the effectiveness of an
anti-drug education program on elementary school students’ attitudes
toward illegal drugs. The researcher could measure the attitudes of
students at a particular elementary school for one week, implement the
anti-drug program during the next week, and finally, measure their
attitudes again the following week. The pretest-posttest design is much
like a within-subjects experiment in which each participant is tested
first under the control condition and then under the treatment
condition. It is unlike a within-subjects experiment, however, in that
the order of conditions is not counterbalanced because it typically is
not possible for a participant to be tested in the treatment condition
first and then in an “untreated” control condition.
QUIZ
TRUE OR FALSE
1. Quantitative research measure variables and describe
frequencies, averages, and correlations
2. In experimental research an independent variable is manipulated
to determine the effects on the dependent variables.
3. Research Design is in Chapter 4
4. Quantitative research tells the quality of some phenomena.
5. Descriptive research involves the collection of data that will
provide an account or description of individuals, groups or situations
• 1. true
• 2. true
• 3. false
• 4. false
• 5. true.