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RESEARCH APPROACH AND

DESIGN

-VIPIN PATIDAR

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RESEARCH APPROACH & DESIGN

It is a plan structured and strategy of investigation of answering the research question.

It is a over all plan or blue print, the researcher select to carry out their study.



PURPOSE

To provide answer to research question.

To control the variants.


IMP. ELEMENTS

1. Subject – individual who take part in study or who will be observed in the study.

2. Variables – focus of study.

3. Time – frequency (how often, when observation done)

4. Setting – natural or laboratory setting

5. Investigator role – in some condition unobtrusive, or allocate participant to different condition

CLASSIFICATION

QUANTITATIVE QUALITATIVE

• CASE STUDY

• GROUNDED THEORY

•PHENOMENOLOGICAL

•ETHENOGRAHIC

•HISTORICAL RESEARCH

EXPERIMENTALNON-EXPERIMENTAL

• TRUE EXPERIMENTAL

•QUASI EXPERIMENTAL

•PRE EXPERIMENTAL

• DESCRIPTIVE

•RELATIONSHIP

•SURVEYS

•CAUSE-COMPARATIVE

•PREDICTIVE

•DEVELOPMENTALwww.vipinpatidar.wordpress.com


RESEARCH APPROACH

1. QUANTITATIVE It involves the systematic collection of numerical

information often under the condition of considerable control.

statistical analysis become more objective in nature.

2. QUALITATIVE

It involves the systematic collection of subjective information often under the condition of minimum control.

statistical analysis become more subjective in nature.


SR. NO.

QUANTITATIVE QUALITATIVE

1. Focus on specific concept Focus on entire phenomena

2. Begins with preconceive thought about how the concept are related

Begins with preconceive thought but gives more stress on people interpretation

3 Use structured procedure and formal instrument to collect data

No Use of structured procedure and formal instrument to collect data

4. Collect information under condition of control

Minimal control

5. Objectivity Subjectivity

6. Focus on small group Focus on large group

7. More time in processing of data More time in selection of subject and study


QUANTITATIVE

1. EXPERIMENTAL- It establishes the cause and effect relationship.

ESSENTIAL CHARACTERSTICS OF EXPERIMENTAL RESEARCH DESIGN

RANDOMIZATION

CONTROL MANIPULATION


participant being assigned to either

receive (exp. Group) or not receive (control group).

METHODS-1. Lottery method2. Tossing a coin3. Random number table

RANDOMIZATION


It is the process of maneuvering the intervention, so that its effect on the dependent variable can be observed / measure.

MANIPULATION


It refers to a group of subjects, whose performance is used to evaluate the performance of exp. Group on same D.V

it is for elimination of bias

CONTROL


1. TRUE EXPERIMENTAL DESIGN

1.1 classic exp. Design / pre test-post test control group design

R O1 x O2 (exp. Group)

R O1 O2 (control group)

TYPES OF EXPERIMENTAL RESEARCH DESIGN


1.2 post test only control group design

R x O2 (exp. Group)

R O2 (control group)



1.3 Solomon four group design



R x O5 (exp. Group)

R O6 (control group)



2.1 Non equivalent control group design



2. QUASI EXPERIMENTAL DESIGN

In this design full exp. Control but usually randomization is not possible


2.2 Time series design

R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group)



2.2 Multiple Time series design

R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group)

R O1 O2 O3 O4 O5 O6 O7 O8 (control grp)



3.1 One shot case study design

R ---- x O2 (exp. Group)

3. PRE - EXPERIMENTAL DESIGN

• This design, fail to include a control and randomization.

A single group is often studied but no comparison


3.2 One group pre test-post test design


3. PRE - EXPERIMENTAL DESIGN


QUANTITATIVE

2. NON-EXPERIMENTAL-

a) No treatment or No intervention. b) does not determine cause and effect. c) mainly examine the present situation.


2.1 DESCRIPTIVE DESIGN

a) Intended to describe. b) Effective when the area has been previously studied. c) describe achievement, attitude, behavior or other

characteristic of a group. d) does not involve manipulation of variable (I.D)

use- provide data for initial investigation of an area.

Imp. Issue- • cannot make conclusion about relationship studied.Typical analysis – graph, charts, table

EX- • how much do college students exercise?• What do teachers think about merit pay?


2.2 RELATIONSHIP STUDIES

a) Investigate the degree to which variation in one variable related to variation in another variable.

b) mainly it shows the relationship between variables.

Typical analysis – correlation

EX- • What is the relationship between leadership style

and tenure as a leader?• Age and weight?


2.3 PREDICTIVE STUDIES

a) It allow us to calculate the value of one variable (criterion variable) based on value of another variable (predictive variable)

b) it allow us to make estimate

Typical analysis – Regression

EX- • Which high school applicants should be admitted to

college?


2.4 SURVEY DESIGN

a) very popular method b) mostly used in descriptive studies. c) it is used to learn about attitude, belief, opinion,

behavior etc. d) data collection method may be vary but they must be

standardized.

Advantages• Verasality• Efficiency• Generalization• Cost effectiveness• Small sample provide reliable result


2.5 CAUSE-COMARATIVE STUDIES

a) beyond relationship it describe cause and effect.

b) it divide into 2 types

1. Ex post facto

• Applied when seeking cause and effect relationship but cannot do experiments.

• Ex

what is the effect of day care on social skill of children?

2. Correlation

• More sophisticated studies to investigate cause and effects.

• Consider extraneous variables.


2.5 DEVELOMENTAL STUDIES

it divide into 4 types

1. Cross sectional

• Studies examine data at some point in time, that the data are collected on only one occasion with the same subjects.

2. Longitudinal

• Researcher collect the data from the same group at different oint of time .


Contd….

3. Retrospective

• It begins with phenomena of interest (DV) in the present and examination relationship to another variable (IDV) in the past.

4. Prospective

• Begins with an exploration of assumed cause and than move forward in the time to the presumed effect.


QUALITATIVE

This research attempts to shed light on a phenomena by studying in depth a single case.

The case can be an individual person, an event, a group or an institution.

1) CASE STUDY RESEARCH-


QUALITATIVE

Grounded theory is a research method that operates almost in a reverse fashion from traditional research and at first may appear to be in contradiction to the scientific method. Four stages:1.Codes-Identifying anchors that allow the key

points of the data to be gathered2.Concepts-Collections of codes of similar

content that allows the data to be grouped3.Categories-Broad groups of

similar concepts that are used to generate a theory

4.Theory-A collection of explanations that explain the subject of the research (hypotheses)

2) GROUNDED THEORY-


QUALITATIVE

an inductive, descriptive research approach developed from phenomenological philosophy; its aim is to describe an experience as it is actually lived by the person.

They are based in a paradigm of personal knowledge and subjectivity, and emphasise the importance of personal perspective and interpretation.

3) PHENOMENOLOGICAL RESEARCH


QUALITATIVE

It refer to the investigation of a culture through an in-depth study of the members of the culture; it involves the systematic collection, description, and analysis of data for development of theories of cultural behaviour.

It studies people, ethnic groups and other ethnic formations, their ethno genesis, composition, resettlement, social welfare characteristics, as well as their material and spiritual culture.

4) ETHENOGRAPHIC RESEARCH-


QUALITATIVE

This research involving analysis of events that occurred in the remote or recent past.

Application• Historical research can show patterns that occurred

in the past and over time which can help us to see where we came from and what kinds of solutions we have used in the past.

• Understanding this can add perspective on how we examine current events and educational practices.

5) HISTORICAL RESEARCH-


Research Design and Validity

Threats


TYPES OF VALIDITY OF RESEARCH DESIGN

Internal validityExtent to which an observed outcome can be

attributed to a planned intervention

refers to the extent to which the changes observed in the DV are caused by the IV.

External validityExtent to which an observed outcome can be

attributed to a replicable intervention and generalized to other settings and populations.

Refers to generalizability or representativeness of the findings.


INTERNAL VALIDITY THREATS

HISTORYAn event that occurs during the intervention

that could have an impact on the results

MATURATIONBias from biological, natural, or social

events that can bias results



TESTINGTesting might cue a person in to change

behavior, regardless of the program.

INSTRUMENTATIONBias in data collection instruments.



STATISTICAL REGRESSIONBias from selecting a group with unusually

high or low scores on something.

SELECTIONComparison groups are unequal.



ATTRITION/SUBJECT MORTALITYDropouts of subjects; if there is more than

one group, then unequal dropouts between groups.

INTERACTIVE EFFECTSFrequently arises when volunteers are

compared with non volunteers.


EXTERNAL VALIDITY THREATS

Social desirabilityExpectancy effectHawthorne effectPlacebo effect

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