Ppt.

1. Research Methods
By:
Naliwan, Nobel Joy
Dulnuan, CrizaMae
Vergara, Jinggoy

2. Learning Outcomes
Demonstrate thorough understanding of concepts
of research method, approach, and design.
Make the right choice of a research design and
justify their choice.
Conceptualize the appropriate research design for their
chosen research problem.

3. Learning Outcomes
Explain the concept and importance of sampling in
research.
Conform with correct procedures when determining
the research sample.
Show the correct sampling design or procedure for some
given situations in research.

4. Research Method
This refers to the philosophical,
theoretical, conceptual and analytic
perspective of research. It can be
quantitative, qualitative, or mixed
method.

5. Approach
Refers to the first step in creating
structure to the design and it details a
conceptual model or framework of how
the research will proceed, considering
the objectives and variables of the study.

6. Research Design
This refers to the plan, structure, and
strategy of investigation so conceived as
to obtain answer to research questions or
problems.
It is the complete scheme or program of
the research.

7. Functions of a
Research Design
It includes an outline of what the investigator will
do from writing the hypotheses and their
operational implications to the final analysis of
data.
the researcher has to plan the details of what design to
use, what type of data will provide answers to the
problems of the study, and how the data will be
gathered, presented, analyzed, and interpreted.

8. Procedures in planning
a research
identifying the population of the study
decision on whether to take the whole
population or just select a sample
how the sample of the study will be selected

9. Procedures in planning
a research
ethics in the selection of samples and data
gathering
choice of method in data collection
considerations in the use of questionnaires
how interviews will be conducted

10. Describing the
Research Method
Analyze critically the utility of the method
or design.
Describe how the method/design will help
you in the conduct of the study.

11. Describing the
Research Method
Highlight problems in developing a
suitable method or design.
Refer to an appropriate and accepted
method or design

12. Quantitative Method
Deals in numbers, logic, and an objective
stance. Quantitative research focuses on
numeric and unchanging data and detailed,
convergent reasoning rather than divergent
reasoning

13. Research Design
The number
of contacts with
the study
population
The nature of the
investigation,
The reference
period of the study

14. The number
of contacts with the study population
A. Cross-sectional studies
Are commonly used in the social
sciences. These studies aim to find out
the prevalence of a phenomenon,
situation, problem, attitude or issue, by
taking a cross-section of the population.

15. The number
of contacts with the study population
C. The longitudinal study
designs.
(also known as the pre-test /post-test
design).
This design can measure change in a
situation, phenomenon, issue, problem or
attitude.

16. The number
of contacts with the study population
C. The longitudinal study
designs.
This is useful to determine the pattern of extent
of change in a phenomenon, situation, problem
or attitude in relation to time. Under this design,
the study population is visited a number of times
at regular intervals, usually over a longer
period.

17. The Reference Period
A. The retrospective study
design
is used to investigate a phenomenon
situation, problem or issue that has
happened in the past.
The study may be conducted either on
the basis of the data available for that
period or on the basis or respondents’
recall of the situation.

18. The Reference Period
B. The prospective study
design
Attempts to establish the outcome of an
event or what is likely to happen, such
as the likely prevalence of a
phenomenon, situation, problem,
attitude or outcome in the future.

19. The Reference Period
C. The retrospective-
prospective study design.
This applies to a study wherein available
data are analyzed and used as bases of
future projections. It does not involve a
control group. Trend studies fall under
this category.

20. The Nature of the Investigation
A. The experimental design
Has an assumption of a cause-and-
effect relationship. In this design, the
researcher introduces the intervention
that is assumed to be the cause of
change and waits until it has produced
the change.

21. The Nature of the Investigation
B. In the non-experimental
design,
The researcher observes a phenomenon
and attempts to establish what caused it.
In this instance, the research starts from
the effect or outcome and attempts to
determine causation.

22. The Nature of the Investigation
C. A semi-experimental or
quasi-experimental
study has the properties of both
experimental and non-experimental
studies; part of the study may be
experimental and the other part non-
experimental.

23. Qualitative Method
An be defined as the study of the nature
of phenomena and is especially
appropriate for answering questions of
why something is (not) observed,
assessing complex multi-component
interventions, and focusing on
intervention improvement.

24. Research Design
Case Study
Phenomenology
Grounded Theory
Ethnography
Mixed Methods

25. Case Study
This is a dominant qualitative study design but also
prevalent in quantitative research.
A case could be an individual, a
group, a community; an instance, an
episode, an event, a subgroup of a
population, a town or a city To be
called a case study, it is important to
treat the total study population as
one entity.

26. Case Study
This design is relevant when the focus of the study is
on extensively exploring and understanding rather than
confirming and quantifying, (Kumar, 2011).

27. Grounded Theory
Is not a theory itself; but a process for developing
empirical theory from qualitative research that consists
of a set of tasks and underlying principles through
which theory can be built up through careful
observation of the social world.

28. Phenomenology
This is a qualitative research design which
studies all possible appearances in human
experience using empirical methods to make
empirically grounded statements that can be
generalized.

29. Ethnography
This is a research process which deals with the
scientific description of individual cultures
involving the origins development and
characteristics of human kind, including social
customs beliefs and cultural development
(Wiersma and Jurs, 2009)

30. Mixed Method
Refers to the research design that uses both
quantitative and qualitative data to answer a
particular question or sets of questions In the
mixed methods design “words pictures and
narratives can be used to add meaning to
numbers” (in Biber, 2010).

31. Types of Research
Design
Action Research
Casual-
Comparative
Case and Field
Study
Correlational
Descriptive

32. Types of Research
Design
Developmental
Quasi-
Experimental
Historical
True
Experimental
Research

33. Action Research
This can be used to develop new skills or new
approaches and to solve problems with direct
application to the classroom or working world
setting. It is practical and directly relevant to an
actual situation in the working world. It provides
an orderly framework.

34. Action Research
It is empirical; flexible and adaptive; and weak
internal and external validity. Its objective is
situational, its sample is restricted and
unrepresentative and it has little control over
independent variables.
Ex. An in-service training program to help train
teachers to teach more effectively with various
groups of students.

35. Case and Field Study
This method can be applied by studying
intensively the background, current status and
environmental interactions of a given social unit
an individual, group. Institution, or community,
This includes the in-depth investigations of a
given entity and examines a small number of
units across a large number of variables and
conditions.

36. Casual- Comparative
This can be used to investigate possible cause-
and-effect relationships by observing some
existing consequence and searching beck
through the data for plausible causal factors.
This is in contrast to the experimental method
which collects its data under controlled
conditions in the present.

37. Correlational
This method is use to Investigate the extent to
which variations in one factor correspond with
variations in one or more other factor based on
correlation coefficients.

38. Descriptive
This method is to describe systematically the
facts and characteristics of a given population or
area of interest, factually and accurately. The
characteristics of descriptive research ase
accumulating a database to describe a situation,
event or entity.

39. Descriptive
The purpose of survey studies are to collect
detailed factual information that describes
existing phenomena; to identify problems or
justify current conditions and practices; to make
comparisons and evaluations; and to determine
what others are doing with similar problems or
situations and benefit from their experience in
making future plans and decisions.

40. Developmental
This method is to investigate patterns and
sequences of growth and/or change as a function
of time.
Characteristics
Studies some entity’s development
over time;
Complicated sampling in longitudinal
studies

41. Historical
To reconstruct the past systematically and
objectively by collecting, evaluating, verifying,
and synthesizing evidence to establish facts and
reach defensible conclusions, often in relation to
particular hypotheses. Historical research is
rigorous, systematic, and exhaustive. The data
can be obtained from primary sources and
secondary sources.

42. Quasi-Experimental
To approximate the conditions of the true
experiment in a setting which does not allow the
control and/or manipulation of all relevant
variables.

43. True Experimental Research
This can be utilized to investigate possible
cause-and effect relationship. By exposing one
or more experimental groups to one or more
treatment conditions and comparing the results
to one or more control groups not receiving the
treatment.

44. SAMPLING
TECHNIQUES
According to Kumar (2011), sampling is
the process of selecting a few (a sample)
from a bigger group (the population) to
become the basis for estimating or
predicting the prevalence of an unknown
piece of information, situation or
outcome, regarding the bigger group.

45. Selecting a sample
Advantages
it saves time,
financial and
human
resources.
Disadvantages
the researcher finds only
an estimate or a prediction
of information about the
population’s characteristics
or other data, which are
essential to the research
study.

46. Two factors may influence the degree of
certainty about the inferences drawn from
a sample:
Findings based upon larger samples have more
certainty than those based on smaller ones. As a
rule, “the larger the sample size, the more
accurate the findings.”

47. Two factors may influence the degree of
certainty about the inferences drawn from
a sample:
The greater the variation in the study population
with respect to the characteristics under study for
a given sample size, the greater the uncertainty.

48. Population
is whatever group you happen to be
interested in. As a general rule it will
probably be people, but it may be a
population of Narra Trees, Mango Trees or
population of Cows, population of teachers,
population of school administrators, etc, It
refers to all the Cases that the statistician
wants his inferences to apply to.

49. Descriptive
Statistics
is concerned with describing or summarizing a
sample.

50. Inferential Statistics
is concerned with going beyond the sample to
make predictions about the population from
which the sample is drawn.

51. Types of Sampling
Methods
Random
Sampling
Stratified
Sampling
Simple Random
Sampling
Multi-Stage
Sampling
Systematic
Sampling

52. Types of Sampling
Methods
Cluster
Sampling
Opportunity
Sampling
Quota Sampling
Random Route
Sampling
Snowball
Sampling

53. Sampling Methods
Random Sampling
Any sort of sampling where, in
advance of the selection of the
sample, each member of the
population has a calculable and non-
zero chance of selection.

54. Random Sampling
Advantages
As they represent the total sampling population,
the inferences drawn from such samples can
be generalized to the total sampling population.
Some statistical tests based upon the theory of
probability can be applied only to data collected from
random samples. Some of these tests are important
for establishing conclusive correlations.

55. Random Sampling
Steps in Selecting a Simple Random Sample
Define the target population.
Identify an existing sampling frame of the target
population or develop a new one.
Assign a unique number to each element in the
frame.

56. Random Sampling
Steps in Selecting a Simple Random Sample
Determine the sampling size.
Randomly select the targeted number of population
elements.

57. Random Sampling
Techniques in Drawing Random Samples
(Daniel, 2012)
1. Lottery method
(also known as fishbowl technique). The
numbers representing each element in the
target population are placed on chips, cards,
rolled paper, etc.

58. Random Sampling
Techniques in Drawing Random Samples
(Daniel, 2012)
2. Table of random numbers.
The numbers in a table of random numbers
are not arranged in any particular pattern. In
using this technique, the researcher should
blindly select a starting point and then
systematically proceed in the table.

59. Random Sampling
Techniques in Drawing Random Samples
(Daniel, 2012)
3. Randomly generated numbers using a
computer program
Key in a specific range of numbers from
hundreds, thousands, or millions and the
random numbers will appear from which you
will pick your choices.

60. Sampling Methods
Simple Random Sampling
Each member of the population has the
same chance of selection,
The relative chance of selection of any two
members of the population is not affected by
knowledge of whether a third member has or
has not been selected.

61. Sampling Methods
Stratified Sampling
The population is divided into non-
overlapping group, or strata,
Samples are drawn from each
stratum separately and results
pooled.

62. Sampling Methods
Multi-stage Sampling
In a two-stage sample, the
population is divided into a number
of non-overlapping “first stage units”.

63. Sampling Methods
Systematic Sampling
This simply involves e.g. asking
every third person who happens to
come along, or calling at every fifth
house, etc.

64. Sampling Methods
Cluster Sampling
A special case of multi-stage
sampling. It may be that say a
certain geographical area can be
described as largely middle-class,
another as largely working-class.

65. Sampling Methods
Quota Sampling
Interviewers are instructed to interview
whomever they chance across, subject to
quota controls, typically of age, sex, and social
class. Widely used commercially but non-
random so not very academically respectable.

66. Sampling Methods
Opportunity Sampling
Simply put if the researcher is interested in the
views of football supporters, s/he might position
themselves in a place where he or she is likely
to come across football supporters.

67. Sampling Methods
Random Route Sampling
The researcher plans a route and questions
individuals who happen to come along the
route can be planned in order to gain
information from certain types at people.

68. Sampling Methods
Snowball Sampling
This is generally used when you require a lot of
information, quickly, just in order to get started
on a piece of research: for example, to find out
about behaviour of individuals in a certain
company or the habits of a certain group such
as habitual drug-users.

69. Types of Sampling
(Kumar, 2011)
Probability
Sampling
Mixed Methods
Sampling
Non-probability
Sampling

70. Probability Sampling
Random Sampling
Systematics
Sampling
Stratified Sampling
Cluster
Sampling

71. Non-Probability
Sampling
Availability
Sampling
Quota Sampling
Purposive
Sampling
Respondent-
Assisted Sampling

72. Mixed-Methods
Sampling
Telephone-Based
Sampling
Address-based
Sampling (ABS)
Web-based
Sampling
Time-based
Sampling
Space-based
Sampling

73. Mixed-Methods
Sampling
Telephone-Based Sampling
This is a sampling procedure that utilizes
telephone numbers as sampling units.
According to research, telephone surveys were
the dominant survey methodology since the
1980s.

74. Mixed-Methods
Sampling
Web-based Sampling
In this sampling procedure, email addresses,
website visits, and recruited users of the internet are
utilized as sampling units. There are three
categories of web-based sampling, namely: list-
based sampling, sampling of website visits, and
sampling from recruited panels of potential
participants in research projects.

75. Mixed-Methods
Sampling
Address-based Sampling (ABS)
In this kind of sampling procedure, postal
addresses are utilized as sampling units. The
ABS sampling is used mostly in national
surveys.

76. Mixed-Methods
Sampling
Time-based Sampling
Units of time are used as sampling units in this
type of sampling. This is used in studying
repeated outcomes that vary a great deal over
time. The units of time may be time of the day,
days of the week, months of the year, or some
other time unit.

77. Mixed-Methods
Sampling
Space-based Sampling
This refers to a set of sampling procedures that
utilize space as a sampling unit. This type of
sampling is also referred to as area sampling,
spatial sampling, location-based sampling, venue-
based sampling and facility-based sampling. The
space may be geographical units or various
locations or venues.