Kinds of Quantitative Research Design

Quantitative Design Qualitative Design

Experimental Non-Experimental

True Quasi Pre- Descriptive

Experimental Experimental Experimental

1. Pre-Test 1. Focus Group

1. Non- 1. One Shot 1. Survey
Design Discussion
Equivalent Case Study
2. Post-Test Control Group 2. Correlational 2. Grounded Theory
Design Design 2. One-Group
3. Ex-Post Facto Studies 3. Phenomenology
Pre-Test
3. Post-Test 2. Time-Series Post-Test 4. Comparative
only/Control 4. Discourse Analysis
Design Design
Group Design 5. Evaluative 5. Participant
6. Methodological Observation
Kinds of Quantitative Research Design
1. Experimental Research is a quantitative research that treats
or deals with the object of the research in a definite or exact
manner and determines the extent of the effects or influence
of the treatment of the object/subject, then discovers the
causes of such effects. The objects or subjects involved in
these types of research are chosen randomly or selected by
chance rather than by the decision of the researcher.
This kind of research allows the researcher to control
the situation. In so doing, 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 relationship between two variables
and to distinguish the placebo effects
from the treatment effects. Further, this
research design supports the ability to limit
alternative explanations and to infer direct
casual relationships in the study; the
approach provides the highest level of
evidence for single studies.
Two groups are involved in any experimental research:
A. the experimental group-the one on which the
treatment or influence is applied.
B. the control group-which does not receive any
treatment.
The Experimental research is categorized into three:
1. True Experimental research
2. The Quasi Experimental
3. Pre-Experimental
1. Pre-Experimental types of research apply to
experimental designs with the least internal validity. One
type of pre-experiment, the single group or the one
group, pre-test post-test design, measures the group two
times, before and after the intervention.
Instead of comparing the pre test with the post test
within one group, the post test of the treated groups is
compared with that untreated group. Measuring the
effect as the difference between groups marks this as
between-subjects design. Assuming both groups
experienced the same time-related influences, the
comparison group feature should protect this
design from the rival explanations that threaten
the within-subject design.
Two classes of experimental designs can provide
better internal validity than pre-experimental
designs:
2. Quasi-experimental
3. True-Experimental ( Dooly,1999)
Based on where the experiment
research is done, it is either laboratory
or field research.
Your manner of selecting the
participants indicates whether it is
true experimental or quasi-
experimental.
The true experimental research
absolutely uses random
selection in determining who
among the participants should
compare the experimental
group or the control group.
The quasi-experimental research
adopts a comparative technique
in choosing the subjects.
The experimental group on
which the treatment or
condition is applied is not
chosen randomly but matched
or compared with another
group whom you, the
researcher believe as having the
same characteristics as the
experimental group under
treatment. Employing
researcher’s influence in
sampling or subject selection,
quasi experimental research
fails to qualify as a genuine
experimental research.
Hence, discoveries or findings
resulting from this kind of
experimental research are
susceptible to doubts. (Sharp
2012; Gray 2013)
Usually participants chosen in a
quasi-experimental research are
those forming a class that
remains as one group incapable
of disintegration. The not
randomly chosen participants
are subjected to any of these
types of quasi-experimental
research (Muijs 2011)
1. Matched Comparison-
choosing a treatment group
that has similarities with the
treatment group
2. time-series quasi-
experimental research-giving
them series of pre-tests and
post-tests.
3. single-subject quasi-
experimental research-controls
treatment and condition
applied to just one individual or
a group.
True experimental
research design offers the
highest internal validity of
all the designs.
Quasi experimental
design differs from true
experimental design by
the absence of random
assignment of subjects to
different conditions. What
quasi experiments in
common with true
experiments is that some
subjects receive an
intervention and provide
data likely to reflect its
impact.
 Types of Quasi-
Experimental Design
1. Non-Equivalent control group
design-refers to the chance
failure of random assignment to
equalize the conditions by
true experiment into this kind
pf design, for purposes of
analysis.
2. Interrupted Time series
Design-employs multiple
measures before and after the
Experimental intervention. It
differs from the single-group
pre-experiment that has only
one pretest and one post test.
Users of this design assume that
the time threats such as history
or maturation appear as regular
changes in the measurement
prior to the intervention.
Non-Experimental Research
Design
In this kind of design, the
research observes the
phenomena as they occur
naturally and no external
variables are introduced. In
this research design, the
variables are not deliberately
manipulated nor is the
setting controlled.
Researchers collect dat
without making changes or
introducing treatments.
The 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 (www.
Drjayeshpatidar.biogspot.co
m)
 Types of Descriptive
Research Designs
1. Survey- a research design
used when the researcher
intends to provide quantitative
or numeric descriptions of
trends., attitudes or conditions
of a population by studying a
sample of that population(
Creswell, 2003)
For example, universities
regularly float surveys to
determine costumer
satisfaction, that is the students
attitude toward or opinions
regarding student services like
the canteen, clinic, security, the
guidance and counselling
services, and the like.
Another Example, the
Department of Trade and
industry (DTI) of Region IV B
MIMAROPA has available funds
for a technical assistance
project for cauliflower growers
in Region IV B MIMAROPA.
Before the project can be
implemented there is a need to
determine for the production
and marketing practices of
cauliflower growers in the
region. A survey can be
conducted to determine these
practices.
2. Correlational-
Three Types:
• Bivariate Corelational
Studies-obtain scores from
two variables for each
subject, then use them to
calculate a correlational
coefficient. The term bivariate
implies that two variables are
correlated (variables are
selected because they are
believed to be related)
Examples: Children of
wealthier(variable #1), better
educated(variable #2) parents
earn higher salaries as adults.
• Prediction Studies-use
correlation co-efficient to
show how one variable (the
predictor variable) predicts
another (the criterion variable)
Example: Which high school
applicants should be admitted
to college?
• Multiple Regression
Prediction Studies-suppose
the high school GPA is not the
sole predictor of college GPA.,
what might be other good
predictors? All of these
variables can contribute to the
over-all prediction in an
equation that adds together the
predictive power of each
identified variable.
3. Ex-Post Facto Research
Design-These are non-
experimental designs that are
used to investigate causal
relationships. They examine
whether one or more pre
existing conditions could
possibly have caused
subsequent differences in
groups of subject. Researchers
attempt to discover whether
differences between groups
have results in an observed
difference in the independent
variables.
(www.
Genesep.edulesham/educ.604/
research.pdf).
Examples: What is the effect of
home schooling on the social
skills of adolescents?
4. Comparative design-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
attitudes such as knowledge
level, perceptions, and
attitudes, physical or
psychological symptoms. For
example, a comparative study
on the health problems among
rural and urban older people
from district Mehsana, Gujarat.
(www.
Drayeshpatidat.biogspot.com)
5. Evaluative Research-seeks to
assess or judge in some way
providing information about
something other than might be
gleaned in mere observation or
investigation of relationships.
For example, where a test of
children in school is used to
assess the effectiveness of
teaching or the deployment of a
curriculum.
(changingminds.org/explanatio
ns/research/design/evaluative
research.htm)
6. Methodological-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.