P r a c ti c a l Re s e a r c h 2 :

Kinds of Quantitative
Research

Kassandra Kay K. De Roxas

 Research design refers to the overall
strategy that you choose in order to
integrate the different components of the
study in a coherent and logical way, thereby
ensuring you will effectively address the
problem.

Furthermore, a research design constitutes

Research the blueprint for the selection,
measurement and analysis of data.
Design
Quantitative research designs are generally
classified into experimental and non-
Kinds of Quantitative Research Design
Quantitative Research
Kinds of Quantitative Research Design

1. EXPERIMENTAL RESEARCH DESIGN

– This allows the researcher to control the situation.
– In doing so, it allows the researcher to answer the question,
“What causes something to occur?”
– This kind of research also allows the researcher to identify
cause and effect relationships between variables and to
distinguish placebo effects from treatment effects.
Kinds of Quantitative Research Design

2. NON-EXPERIMENTAL DESIGN
– In this kind of design, the researcher observes the phenomena
as they occur naturally and no external variables are
introduced. This may also called as DESCRIPTIVE RESEARCH
DESIGN because it is only one under non-experimental design.

– DESCRIPTIVE RESEARCH DESIGN’s main purpose is to

observe, describe and document aspects of a situation as it
naturally occurs and sometimes to serve as a starting point for
hypothesis generation or theory development.
Pre-Experimental Design
Experimental Research Design
1.A. PRE-EXPERIMENTAL DESIGN
– A type of research apply to experimental design that with least
internal validity.
– Two classes of experimental design that can provide better internal
validity than pre-experimental designs are: quasi-experimental and
true experimental design (Dooly, 1999).
Experimental Research Design
1.A. PRE-EXPERIMENTAL DESIGN
– RT: “The effect of a diversity training intervention on the
attitudes, perceived competencies, and level of comfort of
undergraduate business students”
– RQ:
Experimental Research Design
1.B. QUASI – EXPERIMENTAL DESIGN
– In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. Quasi-experimental design
involves selecting groups, upon which a variable is tested, without any random
pre-selection processes. There are two types of quasi-experimental design,
these are:
a. Non-Equivalent Control Group - This refers to the chance failure of random
assignment to equalize the conditions by converting a true experiment into this
kind of design, for purpose of analysis.
b. Interrupted Time Series Design - It employs multiple measures before and
after the experimental intervention.
Experimental Research Design
QUASI – EXPERIMENTAL
1.B.
DESIGN
Experimental Research Design
1.C. TRUE-EXPERIMENTAL DESIGN
– It controls for both time-related and group related threats. Two
features mark true experiments: two or more differently treated
groups; and random assignment to these groups.
– These features require that the researchers have control over the
experimental treatment and the power to place subjects in groups.
True experimental design employs both treated and control groups
to deal with time-related rival explanations
Experimental Research Design

1.C. TRUE-EXPERIMENTAL
DESIGN
Experimental Research Design
2.A. SURVEY DESIGN
– It is used to gather information from groups of people by selecting
and studying samples chosen from a population.
– This is useful when the objective of the study is to see general
picture of the population under investigation in terms of their
social and economic characteristics, opinions, and their
knowledge about the behavior towards a certain
phenomenon.
Experimental Research Design
2.A. SURVEY DESIGN
– Examples
1. Child-rearing Practices of Single Parent
2. Population Control Practices of Unmarried Couples
3. Determine the Growth of Rice Yield in the Country
4. The Rate of Promotion of Doctorate Degree Holders Five Years
after Earning the Degree
Experimental Research Design
2.B. CORRELATIONAL DESIGN
– It is conducted by researchers whose aim would be to find out the
direction, associations and/or relationship between different
variables or groups of respondents under study.
 Experimental Research Design
2.B. CORRELATIONAL DESIGN
–Examples:
1.If pre-bar examination results can be used to predict
performance in the Licensure Examination for Teachers (LET),
then the higher pre-board grade, the higher most likely be the
score in the LET.
2.The following factors are related to each other: sex:
mathematical ability, marriage: recovery & occupation: life span
3.To determine whether there is significant relationship between
the number of hours spent by pupils playing computer games
 Experimental Research Design
2.C. EX-POST FACTO or CAUSAL-COMPARATIVE DESIGN
– This kind of research derives conclusion from observations and
manifestations that already occurred in the past and now compared to
some dependent variables.
– It discusses why and how a phenomenon occurs
 Experimental Research Design
2.C. EX-POST FACTO or CAUSAL-COMPARATIVE DESIGN
– Examples:
1. A principal would want to know why students from two sections that have the
same teachers at the same grade level in the same school perform differently.
One section is performing well, while the other is performing poorly. The
teachers can collect information about their socioeconomic background, their
study habits, diet and other activities. Once the data is collected, the information
can be compared to see if there are systematic differences between two groups.
Once the differences between the 2 sections are identified, they can proceed
with investigating which differences explain the variance in academic
performance.
 Experimental Research Design
2.C. EX-POST FACTO or CAUSAL-COMPARATIVE DESIGN
– Examples:
2. How weight influences stress-coping level of adults; The subjects would
be separated into different groups (underweight, normal weight and
overweight) and their stress-coping levels measured. This is an ex post
factor design because a pre-existing characteristic (weight) was used to
form the groups.
 Experimental Research Design
2.D. COMPARATIVE DESIGN
– It involves comparing and contrasting two or more samples of
study subjects on one or more variables, often at a single point of
time.
– Specifically, this design is used to compare two distinct groups on the
basis of selected attributes such as knowledge level, perceptions,
and attitudes, physical or psychological symptoms.
– Example: “A Comparative Study on the Health Problems among
Rural and Urban Older People from District Mehsana, Gujarat”
 Experimental Research Design
2.E. NORMATIVE DESIGN
– It describes the norm level of characteristics for a given behavior
– Example: “CHILDREN'S MOSAIC DESIGNS: A NORMATIVE AND
VALIDATING STUDY OF THE LOWENFELD MOSAIC TEST”
 Experimental Research Design
2.F. EVALUATIVE DESIGN
– It is a process used to determine what has happened during a given
activity or in an institution.
– The purpose of evaluation is to see if a given program is working, an
institution is successful according to the goals set for it, or the
original intent was successfully attained.
 Experimental Research Design
2.F. EVALUATIVE DESIGN
– Examples:
1. Where a test of children in school is used to assess the effectiveness of
teaching or the deployment of a curriculum
2. Assessing the implementation of nursing care in a hospital and
determining the impact of a new treatment procedure for patients
 Experimental Research Design
2.G. METHODOLOGICAL DESIGN
– In this approach, the implementation of a variety of methodologies
forms a critical part of achieving the goal of developing a scale matched
approach, where data from different disciplines can be integrated
 Experimental Research Design
2.G. METHODOLOGICAL
DESIGN
– In this approach, the
implementation of a variety
of methodologies forms a
critical part of achieving the
goal of developing a scale
matched approach, where
data from different disciplines
can be integrated