Research Design: In the design section, the research design(s) is identified. The research design
needs to be specific. For example, it is not sufficient to state that a quasi-experimental study will
be conducted; instead, it is better to state that a pretest-posttest non-equivalent control group
design will be conducted.
Immediately after identifying the design, identify the independent and dependent variables and
any covariates. In addition, give a rationale for why the design is most appropriate for the study.
This rationale for the design needs to be supported by research literature (what is the purpose of
the design? When is it used? Why is it the most appropriate choice for the present study?). Refer
to educational research texts for the proper design description and use them to support your
rationales.
The chosen research design(s) must be consistent with the research question and hypothesis
proposed as well as the procedures described. Occasionally more than 1 research design is
appropriate. The recommended length is 100–200 words.
This research will be conducted using an ex post facto causal-comparative design. The
independent variable would be the registration and participation in the remedial English course
program. The dependent variable would be the placement test scores, grades following
completion of a remedial course program, and graduation rates of participants in the remedial
program.
This is the appropriate design because the intent of the study is to determine if the
remedial program has resulted in student success as measured by completion of the remedial
English program, follow-on college-level English coursework, and graduation rates. It is ex post
facto in that it is measuring student success on a program that took place during the semesters
Fall-2007 through Spring 2014. Schenker and Rumrill (2004) state, “Causal-comparative
designs generally involve the use of pre-existing or derived groups to explore differences
between or among those groups on outcome or dependent variables” (p. 117). In this study, the
groups were pre-existing. Through the spring and summer of 2007, students were selected or
directed to enroll in remedial English courses. These assignments were made as a consequence
of test scores which were equated to the scores on the ACT-Compass testing program in use at
the University. Upon successful completion of the remedial program (as measured by a passing
grade), students took the ACT-Compass testing placement program again and, if successful,
were then authorized to enroll in college-level English coursework.
“The defining characteristic of causal-comparative research is that the independent
variables are (a) categorical and (b) not experimentally manipulated” (Schenker & Rumrill,
2004, p. 118). The independent variable in this study is the assignment to the remedial English
course program. This is a categorical variable that is not experimentally manipulated. Student
assignments are based on a cut-off score – a pass or fail mechanism – once assigned, the score
itself is insignificant. The same is true of the test when taken at the end of the coursework.
References
Schenker, J. D., & Rumrill, J. D. (2004). Causal-comparative research designs. Journal Of
Vocational Rehabilitation, 21(3), 117-121.