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Pre-Activity: 1. Recap? 2. Research Says?

This activity focuses on categorizing and narrowing down the common types of quantitative research designs based on the assignment. It covers descriptive, correlational, action research, and developmental research designs. The text language is English.

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Pre-Activity: 1. Recap? 2. Research Says?

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  1. Pre-Activity:1. Recap?2. Research Says?

  2. Activity (15 mins) Based on the assignment: Groupings: Collate the assignment and categorize the types of Quantitative Research Narrow down the common types and enlist them. Prepare for the presentation

  3. CLASSIFICATION OF RESEARCH DESIGN (POLIT & HUNGLER, 1999) 2/18/2014 www.drjayeshpatidar.blogspot.com 3

  4. Non-experimental 2/18/2014 www.drjayeshpatidar.blogspot.com 32

  5. I. DESCRIPTIVE METHOD “FACT-FINDING RESEARCH” which describes and interprets “WHAT IS?” It reveals condition on relationship and can be presented either quantitative or qualitative way depending on the nature of materials. Purpose: To describe systematically the facts and characteristics of a given population or area of interest, factually and accurately

  6. Characteristics: • Used in the literal sense of describing situations or events, it is the accumulation of a database that is solely descriptive but may also aim for more powerful purposes like” • seek or explain relationship • test hypothesis • make predictions • get at meanings and implications

  7. 2/18/2014 www.drjayeshpatidar.blogspot.com 36

  8. Correlational Research – purpose: is to investigate the extent to which variations in one or more factors based on correlation coefficient. - Attempts to determine whether what degree a relationship exist between two or more quantifiable variable. - Degree of association between the independent and dependent variables. - To make predictions.

  9. Examples: - A study investigating the relationship between grade point average as the criterion variable and predictor variables such as intelligences, interest, parenting style, maternal presence, father absence, etc. - A factor analytic study of several personality tests - A study to predict success in graduate school based on undergraduate variables such as academic performance, personality, motivation, etc.

  10. 2/18/2014 www.drjayeshpatidar.blogspot.com 38

  11. 6. Action Research – purpose: to develop new skills or approaches and to solve problems with direct application to the class room or workplace. Examples: To develop an in-service training program to help train peer counselors to work more effectively with children with family problems. To develop an enrichment program for scholars honor students To test a fresh approach in the teaching of a particular discipline like the constructive approach of collaborative learning and use of personal reflections.

  12. 8. Developmental Research – purpose: is to investigate patterns and sequences of growth and or changes as a function of time. Examples: Longitudinal growth studies directly measure the nature and rate of changes in a sample of the same children or individuals at different stages of development. Cross sectional growth studies indirectly measure the nature and rate of the same changes by drawing samples of different children from representative age levels. Trend studies are designed to establish patterns of change in the past in order to predict future patterns or condition.

  13. Examples1. Analysis of pre-natal, neo-natal and post natal behavior of mothers2. Proving the Psychoanalysis theory of Freud in early adult years (5 years) of female SHS students

  14. II. EXPERIMENTAL RESEARCH • Most accurate research. • The description of “What Will Be?” or what will occur, under carefully controlled conditions. • Termed as method of difference – in process of condition, one is manipulated and one is controlled. • Leads itself to easier manipulation because of quantitative entities. • Observations are done under controlled conditions. • .

  15. 2 Groupings: 1. Experimental – receives the treatment 2. Control – as ease, for comparison.

  16. ESSENTIAL CHARACTERISTICS OF EXPERIMENTAL DESIGNS Randomization Experimental Design Control Manipulation

  17. 1. Pre-test-Post-test Control Group Design Experimental Group O1 x O3 _______________ Control Group O2 O4 Pre-test Post-test 2. Post-test Only Control Group Design Experimental Group X O1 ________________ O2 Post-test group Post-test

  18. 1. TRUE EXPERIMENTAL DESIGN 1.1 Classic experimental design/pretest-post test control group design R O1 x O2 (Experimental group)R O1 O2 (Control group)

  19. Example of Pre test - Post test Design. Experimental Pre test Treatment (X) Post test (x) Group- a Control group- Pre test Post test (y) a Example; Effectiveness of Mozart Music in the test scores of STEM students in Bio 1 class COLLECT PRETEST DATA BEFORE RANDOMIZATION TWO GROUPS 2/18/2014 www.drjayeshpatidar.blogspot.com 13

  20. 1.2. Post test onlycontrol group design R X O1 (Experimental group)R O1 (Control group)

  21. Example of Post-Test only Control Group Design Experimental group Intervention Level of phenomenon introduced after intervention (Y) X Control group Level of phenomenon without intervention (Z) Intervention Effect =(Y)-(Z) 2/18/2014 www.drjayeshpatidar.blogspot.com 16

  22. Example of Post Test only Control Group Design Vijayakumari G: A study to assess the effectiveness of structured teaching program regarding nature and prevention of accidents among mothers of toddlers in selected areas of Raichur (2004). 2/18/2014 www.drjayeshpatidar.blogspot.com 17

  23. 3. QUASI-EXPERIMENTAL DESIGNS semi or partial experiment because it lacks one or more of the properties of a true, pure or full experiment. The missing property is either randomization, control group or validity of component. No control group is used as basis for comparison. Validity of the cause and effect inferences may be challenged since only human judgment rather than objective criteria is utilized in reaching a decision. Weakened if there are extraneous variables that may influence or affect the dependent variable due to the absence of a control group. 2/18/2014 www.drjayeshpatidar.blogspot.com 18

  24. Categories: 1. THE TIME-SERIES EXPERIMENTAL DESIGN O1 O2 O3 O4 O5 X O6 O7 O8 O9 O10 WHERE: O1-O5 = PRE-TESTS O6-O10 = POSTESTS X = TREATMENT

  25. 2. COUNTERBALANCED DESIGN Group 1 X1 O X2 O X3 O Group 2 X2 O X3 O X1 O Group3 X3 O X1 O X2 O

  26. Application: So what is the GENERALIZATION • Replication is possible • Data analysis is easy • Quantitative research approach is thecommonest • Researcher’s subjectivity is minimal 2/18/2014 www.drjayeshpatidar.blogspot.com 48

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