1. Descriptive Research Design 1.
6 descriptive Evaluative
survey
aims to accurately describe the facts
seeks to carefully judge or asses
and
the value of the topic being
Characteristics of a given population. studied
TYPES OF DESCRIPTIVE RESEARCH 1.1.1 longitudinal study
DESIGN
researchers repeatedly examine the
1.1 descriptive – survey same
uses survey to gather needed data
individuals to detect any changes that
on a
group of people w/o making might occur over a period of time.
judgement
1.1.2 cross-sectional
1.2 descriptive – normative
survey you collect data from many
an extension of descriptive – different
survey
design. “normative” means the individuals at a single point in
data time.
gathered must be critiqued to
identify ways to improve it.
1.7 descriptive – comparative
1.3 descriptive – status survey study
seeks to answer about real-life sits, establishes a formal to compare if a
with the assumption that things variable is better than the other
may change. (both not researcher –
manipulated) if there is a
1.4 descriptive – analysis significance difference.
survey
determines or describes the 1.8 correlational study
nature of an object by separating it to describe and measure the
into degree of association between two
parts with the purpose if or more variables or sets of scores.
identifying or
2. Experimental research design
discovering the nature of things
To accurately describe the facts
1.5 descriptive - classification and characteristics of a given
survey population, situation or phenomenon.
falls under natural sciences, its
purpose TYPES OF EXPERIMENTAL
is to classify animals and plants RESEARCH DESIGN
according to 2.1 true experimental
their unique traits or
characteristics. consists of three (3) characteristics
manipulation, control, randomization
2.1.1. manipulation Lacks at least one characteristic
(manipulation, control, and
An independent variable is being used
randomization)
to cause an effect to the dependent
variable.
2.1.2. control TYPES OF QUASI EXPERIMENTAL
DESIGN
Do not receive treatment or
intervention, and the experimental 2.2.1.1. non randomize or non-
group where subjects receive equivalent control group design
treatment or intervention.
Participants were not selected
2.1.3. randomization randomly
Every member of the population has 2.2.1.2 time series design
an equal chance to be part of the
Ideal for studies that require to
study/ or be selected as a respondent
measure the effect of the treatment
thru draw lots.
for a long period of time
2.3 pre - experimental research
design
2.1.4. Post-test only control group Considered weakest among the three
design types of experimental research design
(has no control over the experiment)
Consists of two randomly assigned
groups (experimental and control
group) No pre-test/ observation was
administered before the
implementation of treatment before TYPES OF PRE - EXPERIMENTAL
the implementation of treatment on DESIGN
the experimental group.
2.3.1. one shot case study
2.1.4.2. Pre-test Post-test control
group no randomization, no control group, no
pre- test
Were done on both groups before the
intervention is carried out to the 2.3.2. one group pre- test – post-
experimental group. test research design
no randomization, no control group
2.1.4.3 Solomon four group design 2.3.3. static group comparison
stud
Consists of four randomly assigned
groups (2 exp., & 2 control grp.) One experimental, one control
POPULATION
2.2 quasi experimental research entire group that the researcher wants
design to study
POPULATION SIZE used when the target respondents are
spread across a geographical location
Number of subjects in a population (n)
TYPES OF CLUSTER SAMPLING
SAMPLE
- Single-stage Cluster Sampling
Specific group that serves as
representative of the entire population - Two-stage Or Double-stage
Cluster Sampling
SAMPLE SIZE
- Multistage Sampling
Number of subjects included in a study
(n) NON-PROBABILITY SAMPLING
SAMPLING TECHNIQUE researcher’s subjective judgment is
used to select the subjects
process by which the samples have
been selected TYPES
SUBJECT CONVENIENCE SAMPLING
individual participating in a research conveniently available to the
study (participant, or respondent) researchers
PROBABILITY SAMPLING SNOWBALL SAMPLING
have equal chances to be selected as recruited to be a part of the study
subjects. through other participants.
TYPES OF PROBABILITY SAMPLING PURPOSIVE SAMPLING
Simple Random Sampling participants were chosen by the
researcher using a set of criteria.
allows the researcher to select his/her
QUOTA SAMPLING
subjects through drawing lots, using a
table of each group has an equal or
proportionate representation of
random numbers or other random
subjects
number generators
SYSTEMATIC RANDOM SAMPLING
MARGIN OF ERROR
uses intervals to select the subjects
to identify how many percentage
find the total number of the target
points the results will differ from the
population and divide it to the required
real population value.
sample size
CONFIDENCE INTERVAL
STRATIFIED RANDOM SAMPLING
low and high limits of the estimate at
Divides the population into groups
a given significance level.
(stratum/strata) based on their profile
CONFIDENCE LEVEL
CLUSTER SAMPLING
how confident the researcher is to the Example: Which of the following do
result of the study you consider when renting a house?
_____ distance
SLOVIN’S FORMULA
_____ monthly rent
where n = sample size, N = total
population; e = margin of error _____ floor area
n= N/1+Ne^2 _____ others, please specify
RESEARCH INSTRUMENTS C. Coding Type I participate in
various extra-curricular activities in
tools used in data collection
school.
procedure
______4 Always ______3 Often ______2
RESEARCHER-MADE
Seldom ______1 Never
it must undergo a test for validity and
D. Completion Type When I hear
reliability.
the word ‘research’, I feel
ADOPTED __________________
Verbatim E. Subjective Type
ADAPTED How do you feel every time you
receive your module for the week?
changed some parts
F. Combination Type (Combination
COMMON RESEARCH of the different types of questions in a
INSTRUMENTS questionnaire)
QUESTIONNAIRE
a list of planned, written questions VALIDITY
related to the topic
Accuracy of an instrument to measure
STRUCTURED QS what it intends to measure
Organized FOUR MAIN TYPES OF VALIDITY
UNSTRUCTURED QS Face Validity
does not have suggested answer It answers the question, “does the
(open-ended qs) content of the test match the
objectives of the study?”
Types of Questionnaires Content Validity
A. Yes or No Type Example: Do you It answers the question, “does the test
agree that research is needed in our represent all aspects of the study?”
everyday lives? \
B. Recognition Type Criterion Validity
It answers the question, “do the
results of this instrument similar to the
Intervention
result of a different test?
a strategy, a combination of
Construct Validity
strategies, element, or a combination
It answers the question, “does the test of elements that are designed to
represent what is intended to produce changes
measure?”
RELIABILITY
Data Collection Procedure
How accurate and precise an
Seek the permission of the following:
instrument is
1. Author of the instrument if it is
FOUR TYPES OF RELIABILITY
adapted
Stability or Test-retest reliability
2. Research teacher
Same questionnaire; administered
3. Head of the research locale
twice
Descriptive Statistics
Interrater
refers to the characteristics of the data
same test is conducted by different
people describing, summarizing
Parallel forms » Measure of Central Tendency
(Mean, Mode, Median)
one set of questionnaires that are
administered to two (2) equivalent » Measures of
sets Variability/Dispersion (Range,
Standard Deviation, Variance,
Internal Consistency
MAD (Mean Average
single form of test administered on a
Inferential Statistics
single occasion
drawing conclusion based on the data;
Steps in the Distribution of
interpret and analyze the data
Research Instrument
» Significant Difference
1. Establish the validity and reliability
of instruments. » Significant Relationship
2. Administer the questionnaire to Measures of Central Tendency
other respondents not included in your (Ungrouped Data)
study. This is called pilot testing.
1. Mean (bar x yung symbol)
3. Revise the instruments. — average example: Age of
Selected Students in BNHS 12, 15,
4. Distribute the research instrument
13, 14, 17, 16, 18, 13, 13, 14 mean
to target respondents.
(x- basta may guhit to sa taas)
mean(x)=2+15+13+14+17+16+1
8+13+13+14 10 x=145/10 = 14.5
2. Median (Md)
middlemost data 12, 13, 13, 13,
14, 14, 15, 16, 17, 18 Md = 14
3. Mode (Mo)
most frequent occurrence in the
data Mo = 13 » unimodal » bimodal »
trimodal
GROUPED DATA
SCORES OF GRADE 11 STEM
STUDENTS IN PRE- CALCULUS
40 43 29 17 40 27
35 20 31 28 37 26
25 17 35 36 18 33
15 38 23 26 44 30
14 30 37 42 19 28
N=30
N is greater than 30 it is group data
N ≥ 30 – GD
N<30 – UGD
STEPS IN CONSTRUCTING
FREQUENCY DISTRIBUTION TABLE
1. Determine the range
R = HS – LS
R= 44- 14
R= 30
2. Assume no. of class interval
from 10 – 15
n= 11
3. Compute the class size (i)
i=r/n =30/11
i=2.73 or 3
i= 3
