For MBA and M.pharm Students

1. Research
Design
Presented by Guided by
Mr.Thakur Rohit.G Dr.Aswar Urmila.M
Sinhgad Institute of Pharmacy,
Narhe, Pune-41
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2.  Introduction
 Research inclusions
 Objectives of research
 Research design
 Goals of research design
 Steps in designing research study
 Important terms related to research design
 Types of research
 Types of Experimental design
 Advantages and disadvantages
 References
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3.  Research in common parlance refers to a search for
knowledge.
 One can also define research as a scientific and
systematic search for pertinent information on a
specific topic.
 In fact, research is an art of scientific investigation.
 It is “systematized effort to gain new knowledge.”
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4.  Formulating Research problem.
 Extensive Literature Survey.
 Development of working hypothesis.
 Preparing research design.
 Determining sample design.
 Collection of data.
 Execution of project(performing).
 Analysis of data.
 Hypothesis testing.
 Preparation of report/thesis.
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5. 1. To gain familiarity or to achieve new insights into.
2. To portray accurately the characteristics of a particular
individual, situation or a group.
3. To determine the frequency with which something occurs.
4. To test a hypothesis of a causal relationship between variables.
(Kothari C.R,1985)
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6.  “ Research design is the arrangement of
conditions for collection and analysis of data in a
manner that aims to combine relevance to the
research purpose with economy in procedure.”
 Research design involves specifying your
philosophical assumptions, research method,
which data collection techniques you will use.
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7.  Facilitates the smooth sailing.
 Yields maximal information with minimal
expenditure.
 Serves as a blueprint.
 Research design stands for advance planning.
 Helps the researcher to organize his ideas.
 Avoids confusion and errors.
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8.  Right issues
 Correct approach
Methodology
Experimental design
Subject/Site/Task/Measures
 Reliability & validity of results
 Valid conclusions
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9. Research question
Hypotheses
Variables
Methodology
Data Collection Methods
Who?
How?
Data Analysis Methods
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10. Define the Information Needed
Design the Exploratory, Descriptive, and/or
Causal Phases of the Research
Specify the Measurement and Scaling
Procedures
Construct a Questionnaire
Specify the Sampling Process and the Sample
Size
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Develop a Plan of Data Analysis 10

11. Variable:
A concept which can take on different quantitative values is
called a variable.
Dependent variable:
If one variable depends upon or is a consequence of the other
variable, is termed as dependent variable.
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12. Extraneous variable:
Independent variables that are not related to the purpose of the
study, but may affect the dependent variable .
Confounded Relationship:
When dependent variable is influenced by the extraneous
variables.
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13. Research Hypothesis:
When a prediction is to be tested by scientific methods it is
termed as research hypothesis.
Experimental Hypothesis testing research:
Research in which independent variable is manipulated.
Non-Experimental Hypothesis testing research:
Research in which independent variable is not manipulated
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14. Control Group:
When a group is exposed to usual conditions, it is termed as
control group.
Experimental Group:
When a group is exposed to some novel/special
conditions, it is termed as experimental group.
Treatments:
The different conditions under which experimental and
control groups are put are usually referred as treatments.
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15. 1. Basic
Goal of research: To produce new knowledge including
discovery of relationships; create capacity to predict, control,
manipulate.
2. Applied (policy-useful)
Goal of the research: Produce the information necessary to
help a policy-maker eliminate or alleviate a social problem
3. Evaluation (assessment-appraisal)
Goal of the Research: To provide an accurate account of the
impact of a treatment program applied to a social problem.
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16. 4. Action oriented (critical)
Goal of the Research: To dig beneath the surface of historically
specific social structures that reproduce oppression and other
problems in society.
5. Exploratory Research
Designed to generate basic knowledge, clarify relevant issues
uncover variables associated with a problem, and/or define
alternatives for addressing research objectives.
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17. 6. Descriptive Research (who, what, where,
how)
Designed to provide further insight into the research
problem by describing the variables of interest.
7. Causal Research (If-then)
Designed to provide information on potential cause-and-
effect relationships.
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18. 8. Literature Search
 Conceptual literature
 Trade literature
 Published statistics
 Library homepage
9. Analysis of Selected Cases
 Intensive study of related cases or past activities
 May be internal or external
 Can help provide clues as to how other units or companies
have dealt with similar issues
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19. 10. Experience Surveys (depth interviews)
Knowledgeable people with varying points of view
Unstructured and informal interviews
Respondent free to choose issues to be discussed
11. Focus Groups
8 to 10 people at one time
Relatively homogeneous groups
Multiple, heterogeneous groups
Group dynamics
Moderator is key
Relies on general topical guide with plenty of time for
interaction
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20. 12. Hypothesis-testing research studies
Researcher tests the hypotheses of causal relationships between
variables
Requires bias reducing, reliable procedures
Procedure permitting drawing of inferences about causality
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21. Informal experimental designs:
(i) Before-and-after without control design.
(ii) After-only with control design.
(iii) Before-and-after with control design
Formal experimental designs:
(i) Completely randomized design (C.R. Design).
(ii) Randomized block design (R.B. Design).
(iii) Latin square design (L.S. Design).
(iv) Factorial designs.
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22. In such a design a single test group or area is selected and the
dependent variable is measured before the introduction of the
treatment. The treatment is then introduced and the dependent
variable is measured again after the treatment has been introduced.
The design can be represented thus:
Test area:
Level of phenomenon Treatment introduced Level of phenomenon
before treatment (X) after treatment(Y)
Treatment Effect = (Y)-(X)
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23. In this design two groups or areas (test area and control area)
are selected and the treatment is introduced into the test area only.
The dependent variable is then measured in both the areas at the
same time. This can be exhibited in the following form:
Test area:
Treatment introduced Level of phenomenon after
Control area treatment (Y)
Level of phenomenon
Without treatment (Z)
Treatment Effect = (Y) – (Z)
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24. In this design two areas are selected and the
dependent variable is measured in both the areas for
an identical time-period before the treatment. The
treatment is then introduced into the test area only,
and the dependent variable is measured in both for an
identical time-period after the introduction of the
treatment.
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25. This design can be shown in this way:
Time Period I Time Period II
Treatment
Test Area: Level of phenomenon Level of phenomenon after
before Treatment (X) introduced Treatment (Y)
Control Area: Level of phenomenon Level of phenomenon without
without Treatment (A) Treatment (Z)
Treatment Effect = (Y – X) – (Z – A)
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26. Randomly Randomly
Population Sample
selected assigned
Experimental Control
group group
Treatment A Treatment B
Fig.1
Two-group simple randomized experimental
design Independent variable
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27. Fig. 2
Randomized Block Design
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28. Fig. 3
Latin Square Design
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29. Fig. 4
Factorial Design
www.clinicaltrials.gov.html(accessed 28/11/2011
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30.  Quantitative research design is an  Can be difficult and expensive
excellent way of finalizing results and require a lot of time to
and proving or disproving a perform.
hypothesis.
 Carefully planned to ensure that
 Leads to final answer by narrowing there is complete randomization
down all possible directions and correct designation of control
groups.
 Require extensive statistical
analysis, which can be difficult,
due to most scientists not being
statisticians.
 Tends to generate only proved or
unproven
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http://www.experiment-resources.com/quantitative-research-design.html 30
{accessed 30/11/2011}

31.  Extremely useful when a subject is  Require a lot of careful thought
too complex be answered by a simple and planning,
yes or no hypothesis.  Qualitative data cannot be
 Useful when budgetary decisions mathematically analyzed in the
have to be taken into account. same comprehensive way as
 Not as dependent upon sample sizes quantitative results, so can only
as quantitative methods; a case study, give a guide to general trends..
for example, can generate meaningful  Lot more open to personal opinion
results with a small sample group. and judgment, and so can only
ever give observations rather than
results and cannot be replicated.
http://www.experiment-resources.com/qualitative-research-design.html
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32. 1. Best J.W, Kahn J.V, 1998. Research In Education, Ninth ed. Pearson
Education, Inc, Dorling Kindersley Publishing Inc,pp.33-39.
2. Cook TD et al., 1979. Quasi-experimentation: Design & analysis issues
for field settings. Houghton Mifflin Boston.
3. Kothari C.R,1985.Research Methodology, Methods and Techniques,
Second ed. New Age International Publishers, New Delhi-110002.pp.31-
39.
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33. 4. http://www.nyu.edu/classes/bkg/methods/005847.ch1.pdf
{accessed 22/11/11}
5. www.lib.uconn.edu/~punj/m3505.pdf {accessed 27/11/11}
6. Prof. Hemant Kombrabail, Research Designs
www.scribd.com/doc/18132239/Research-Design{accessed
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34. 4/16/2013 34