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Practical Research 2
Quarter 2 - LAS 1
Research Designs
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Practical Research 2 – Grade 12 Quarter 2 – LAS 1: Research Designs
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Development Team of the Learning Activity Sheet (LAS)
Writer
:
SOCRATES M. CERENO
Editor
:
EXCELSA F. BUAN, HTIII
Reviewers :
DARCY GUY Y. MAŃEBO, EPS
Illustrator
SOCRATES M. CERENO
:
Layout Artist:
SOCRATES M. CERENO
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LEARNING ACTIVITY SHEET 1
Name of Student: ____________________________________________________________
Learning Area – Grade Level: ________________________________________________
Date: ______________________________________________________________________
I. INTRODUCTORY CONCEPT
The overall plan and scheme for conducting the study is referred to as the Research
Design. The four types of Research Designs are Descriptive Research Design, Experimental
Research Design, Quasi-Experimental Research Design, and Historical Research Design.
II. LEARNING SKILLS FROM THE MELCs
At the end of the lesson you are expected to:
 Describe adequately quantitative research designs
 Choose appropriate quantitative research design (CS_RS12-IIa-c-1)
 Present a written research design
III. ACTIVITIES
Research Design is intended to provide an appropriate framework for a study. It is the
overall plan and scheme for conducting the study. A very significant decision in research design
process is the choice to be made regarding research approach since it determines how relevant
information for a study will be obtained. The research designs which are commonly used are
classified based on the nature of the research problem or issue being addressed. These are
Descriptive Research Designs, Experimental Research Designs, and Historical Research
Designs.
III-1 Descriptive Research Designs
The purpose of descriptive research design is to describe the status of an identified
variable such as events, people or subjects as they exist. It usually makes some type of
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comparison contrast and correlation and sometimes cause-effect relationship may be
established to some extent.
Types of Descriptive Research Designs
1. Descriptive Normative Surveys
This approach attempts to establish norms or standards based on a wide class of
survey data. The survey data may be demographic data or may include also data on
average perceptions of a set of respondents.
Example: Profile of the Principals of selected private and public schools in the Philippines
that researchers may include as variables such as age, sex, educational
attainment, civil status and others.
2. Correlational Research Studies
This type of design makes use of the results of the descriptive normative surveys.
It attempts to determine whether a relationship exists between two or more quantifiable
variables and to what degree, and if there is a significant relationship between two
variables. It does not follow that one variable causes the other.
Example: Determining the extent of the relationship between leadership effectiveness and
demographic profile of Principals of selected private and public schools in he
Philippines.
3. Descriptive Evaluative Studies
The purpose of this study is to judge the goodness of a criterion measure.
Longitudinal studies establish the changes in that criterion measure over a long period of
time.
Example: Establishing the changes in IQ for children 9-10 years old, one may
simultaneously test, children 9-10, 11-12, 13-14, 15-16, 17-18 years old to see
the changes in criterion measure.
4. Assessment/Evaluation Studies
This study attempts to determine the effectiveness of efficiency of certain practices
or policies when applied to a group of respondents.
Example: A study on the Relative Effectiveness of the K to 12 program fro the period of
six (6) years on the basis of such factors as cost, efficiency, and impact on
quality
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1. Descriptive Comparative Studies
This endeavours to establish significant differences between two or more groups of
subjects on the basis of a criterion measure. No attempts to control the effects of
extraneous factors are made. This type usually involves group comparisons.
Example: Comparing the managerial effectiveness of three groups of managers –
Manager A, Manager B, Manager C, This may employ a combination of two or
more descriptive designs.
III-2 Experimental Research Designs
Experimental studies are also known as longitudinal or repeated-measures studies. The
experimental research design uses the scientific method to establish the cause-effect
relationship among a group of variables that make up a study. The difference between a
descriptive design and experimental design is the presence of control in the latter. A factor called
treatment is introduced into the research investigation and the researchers attempt to isolate the
effects of such treatments by means of control.
Types of Experimental Research Designs
1. Pre-test/Post-test Control Group Design
The design requires two groups of equivalent standing in terms of criterion measure
– the first group as the control and the second as the experimental. Both groups are given
the same pre-test. The control group is not subjected to treatment while the experimental
group is given he treatment factor. Both groups are given the same post-test after the
experimental period and the results will then be compared by the researchers.
Example: Let's say you're a researcher who is interested in how much the feeling of being
unclean affects judgment and general knowledge. You settle on a pre-test posttest design. You will administer a pre-test on general knowledge and judgment,
then, have your experimental manipulation of the participants not cleaning
themselves, then perform a post-test using the same or similar tests.
2. Single Group Pre-test Post-test Design
This design may be used in an experimental condition where a limited number of
subjects are available. The group is first given a pre-test followed by the usual treatment
then a post-test is administered afterwards. A new pre-test is then administered to the
group followed by the experimental treatment factor and then a final post-test.
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Example: All students in a certain class take a pre-test. The teacher then uses a certain
teaching technique for one week and administers a post-test of similar
difficulty. She then analyses the differences between the pre-test and posttest scores to see if the teaching technique had a significant effect on scores.
3. Solomon Four Group Design
This design makes use of four equivalent groups. The first two groups follow the
pre-test post-test control group design; the third group is not given a pre-test but with
treatment and a post-test; the last group is not given a pre-test and a treatment but with
post-test. The subjects are randomly assigned to two study groups and two control
groups. Pre-test measures are used for one of the study groups and one of the control
groups.
Example: Determining if the pre-testing and post-testing have any influence on the
subjects, as well as the treatment itself. For instance, when testing education,
this can be used to determine if a pre-test or post-test influence student
performance on actual testing. Students may have a disadvantage due to their
exposure to pre- or post-tests, so this method can be used to determine if that
is the case.
III-3 Quasi-Experimental Research Designs
Quasi-experimental design is most useful in situations where it would be unethical or
impractical to run a true experiment. Quasi-experiments have lower internal validity than true
experiments, but they often have higher external validity as they can use real-world interventions
instead of artificial laboratory settings. .It involves selecting groups, upon which a variable is
tested, without any random pre-selection processes. For example, to perform an educational
experiment, a class might be arbitrarily divided by alphabetical selection or by seating
arrangement. The division is often convenient and, especially in an educational situation, causes
as little disruption as possible.
III-4 Historical Research Designs
The purpose of Historical Research Design is to collect, verify, and synthesize evidence
from the past to establish facts that defend or refute the hypothesis. It uses secondary sources
and a variety of primary documentary evidence such as logs, diaries, reports, archives, etc. This
method follows three major processes – Data Collection, Analysis of Data, and Report of
Findings.
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Example: Stan decides that he wants to figure out why the Nazis acted the way they did. In
Stan's case, he's interested in examining the reasons behind the Holocaust to try to
prevent it from happening again. Historical research design involves synthesizing data
from many different sources. Stan could interview former Nazis or read diaries from
Nazi soldiers to try to figure out what motivated them. He could look at public records
and archives, examine Nazi propaganda, or look at testimony in the trials of Nazi
officers.
ACTIVITY 1: Match Column A with Column B based on the descriptions given. On the
blanks provided in column B, write the letter of the correct answer from the choices in
Column A.
Column A
Column B
A. Experimental Design
___
1. This design may be used in an
experimental condition where a limited number
of subjects are available.
B. Research Design
___ 2. Its purpose is to collect, verify, and
synthesize evidence from the past to establish
facts that defend or refute the hypothesis
C. Descriptive Comparative Study
___ 3. Also known as longitudinal or repeatedmeasures studies
D. Quasi-Experimental
Research
Design
___ 4. It doesn’t undergo any random preselection processes.
E. Correlational Research Studies
___ 5. Attempts to determine whether a
relationship exists between two or more
quantifiable variables.
F. Assessment/Evaluation Studies
___ 6. It is the overall plan and scheme for
conducting the study.
G. Descriptive Research Design
___ 7. This design makes use of four equivalent
groups.
H. Historical Research Design
___ 8. The purpose of this research design is to
describe the status of an identified variable.
I. SolomonFour Group Design
___ 9. Establish significant differences between
two or more groups of subjects on the basis of a
criterion measure.
J. Single Group Pre-test Post-test ___ 10. Attempts to determine the effectiveness
Design
of efficiency of certain practices or policies when
applied to a group of respondents.
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ACTIVITY 2: Encircle the letter of the correct answer that best describes the type of research
design from the given situations.
1. Savannah plans to conduct a study that involves cosmetics. She wanted to know the
preference of cosmetic use among adolescents, young adult, middle adult and the late adult
women. The research design of her study would be:
A. Descriptive
B. Correlational
C. Experimental
D. Historical
2. Freya wanted to know the relationship between the level of anxiety experienced during
examinations and the exam performance among the level 2 student nurses of Colegio San
Agustin Bacolod. The type of research design utilized is:
A. Experimental
B. Quasi-Experimental
C. Correlational
D. Descriptive-Comparative
3. Alfred randomly grouped the participants into two and tested the effects of his new product
towards their endurance. His study uses this type of research design:
A. Correlational
B. Descriptive
C. Experimental
D. Descriptive -comparative
4. In an event that the researcher wanted to know more about the cause and effect relationship
however the cause already exists and cannot be manipulated, the type of research design
appropriate for this is:
A. Experimental
B. Clinical Study
C. Correlational
D. Descriptive -comparative
5. This is another type of quantitative research design wherein the researcher wanted to know
about the cause and effect relationship between variables, where the cause is being manipulated
and respondents are chosen by choice not by chance.
A. Descriptive
B. Quasi-experimental
C. Correlational
D. True Experimental
IV. EVALUATION
Practice Task 1: Encircle the letter of the correct answer in each item.
1.
Which type of research design focuses on implementation of a treatment by the
researcher? A. Correlational
B) Descriptive
C) Experimental
D) Longitudinal
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2.
A nurse researcher wishes to identify rates of pertussis infection in children less than 1
year of age and then again at 6 years of age to examine the relationship of immunization
status on infection rates in this population. This is an example of which type of study design?
A. Correlational B) Experimental C) Descriptive D) Historical
3. Which statement is true about a descriptive study design?
A) It is not possible to operationally define variables in this type of study.
B) Sample selection and size cannot be controlled in descriptive studies.
C) This type of design is used to identify problems occurring in practice.
D) Variables may be manipulated to avoid bias in this type of study.
4. Tiara wanted to conduct a research that will delve into knowing the effects of posttraumatic stress disorder towards the academic performance of teenagers during the first
grading of academic year 2012-2013. The type of research design most suited towards her
study would be:
A. Descriptive-comparative
C. Quasi-experimental
B. Experimental
D. Correlational
5. A quantitative research paper is entitled as “Nursing Model of Care Utilized by Selected
Hospitals and its Association with the Performance of Nurses in their Area of Assignment”.
What is the research design of this study?
A. Survey
B. Correlational
C. Descriptive – Comparative D. Experimental
Practice Task 2: Think of a possible research problem. Once you have decided of a
research topic to study, read/download at least three (3) articles related to your chosen
topic. Formulate a Research Title and Write a Research Design based on your chosen
research topic. Be sure that the Research Design meets the following requirements:
1. The research design is aligned and/or relevant to the research problem.
2. The research design meets the aims/objectives/purpose of the study.
3. The research design is thoroughly explained.
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V. RUBRIC FOR SCORING (if necessary)
RESEARCH DESIGN SCORING RUBRICS
Indicators
The research design is well-described and is suited to the
research problem
The research design employed by the researchers is correct
and relevant to the research problem
The aims/ purposes or objectives were thoroughly presented.
The research design is able to provide the direction and the aim
of the study
T O T A L SCORE
5
4
3
2
1
____/20
VI. ANSWER KEY
ACTIVITY 1
1, J 2. H 3. A 4. D 5. E 6. B 7. I 8. G 9. C 10. F
ACTIVITY 2 :
1. A
2. C
3. C
4. D
5. B
PRACTICE TASK 1 :
1. C
2. A
3. C
4. A
5. B
PRACTICE TASK 2
(Answers may vary)
VII. REFERENCES
Faltado, R.E., et.al (2016). Practical Research 2 (Quantitative Research for SHS). (OBE
Kto12 Based). ISBN 978-621-8035-10-2. Lorimar Publishing, Inc. pp 60-91.
and
Prieto, N.G., Naval, V.C, Carey, T.G (2017). Practical Research for Senior High School (Kto12
Based). ISBN 978-621-8035-17-1. Lorimar Publishing, Inc. pp115-125
Regoniel, P. F. (2020). Quantitative Research Design: Four Common Ways to Collect Your Data
Efficiently
[Blog
Post].
In Research-based
Articles.
Retrieved
from https://simplyeducate.me/2020/10/15/quantitative-research-design/ on December 16,
2020
Sileyew, K. J. (2019). Research Design and Methodology. Retrieved
https://www.intechopen.com/books/cyberspace/research-design-and-methodology
December 16, 2020.
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