Mor 5 Nvsu-Fr-Icd-05-00

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.5: ME 11-1S-2021-2022
COLLEGE: College of Engineering

CAMPUS: Bambang Campus
DEGREE PROGRAM Bachelor of Science COURSE NO. ME 11

in Mechanical
Engineering
SPECIALIZATION Mechanical COURSE TITLE Methods of Research for ME
YEAR LEVEL 3rd Year TIME FRAME 3 hrs. WK NO. 10 IM NO. 5
I. UNIT TITLE/CHAPTER TITLE:
CHAPTER 5. RESEARCH DESIGN
II. LESSON TITLE:
1. Definition of Research Design

2. Characteristics of Research Design
3. General Classification of Research Design
3.1. Qualitative
3.2. Quantitative
4. Specific Types of Research Design
4.1. Experimental
4.2. Descriptive
4.3. Correlational
4.4. Diagnostic
4.5. Explanatory
5. Data Gathering Instrument
III. LESSON OVERVIEW:

The lesson topic discusses the different types of research design and how they function as
procedural method under the methodological framework of a research process. Also, it gives an overview
on how experimental design is being implemented and its applicability to research methods. It also
differentiates with how descriptive design is utilized in the research process and it also discusses some
points to consider when to use such type of research designs based on the subject requirements.
IV. DESIRED LEARNING OUTCOMES:

At the end of the lesson, the students must be able to:
1. describe the purpose, characteristics and types of research design;
2. differentiate qualitative design from quantitative research design and its specific types;
3. introduce other research methods and their applicability;
4. apply the different classifications and types of research design under research methodology
V. LESSON CONTENT:
RESEARCH DESIGN
1. DEFINITION
Research design constitutes the blueprint for the collection, measurement and analysis of data.
It refers to the planning and structuring of investigation so conceived as to obtain the answers to every
research question. Furthermore, research design is the framework of research methods and techniques
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chosen by a researcher. The design allows researchers to hone on research methods that are suitable
for the subject matter and set up their studies up for success.
Research design is designated and written as part of methodological framework as shown in
Figure 1 of the research process. When selecting methodology means selecting and putting in mind the
most appropriate research design for the research study. Every kind of research design, whether it be
experimental or descriptive in nature signifies the way that data will be collected for the purpose of
assigning them and processing at the start of analysis and interpretation of data. The research design
acts as the heart, or wholeness of structure in which the research shall be categorized to be easily
understood by reviewers. The methodological framework spreads across interpretation of data and
dictates the information needed that will be used or written in previous chapter, such as data sampling,
population of study, research environment, etc.
Fig. 5.1. The research framework
The research design strategy, as seen in Figure 5.2 implies that research design in relation to data
collection methods must already be setup when identifying for the research problem. The research design
strategy encompasses the type, purpose, time frame, scope and environmental setting of doing the
research study. In essence, this is crucial when writing Research Methodology as it dictates the author’s
design for collecting data and sampling them. Moving forward, these are strategies to develop the tools
and instrument to be prepared for gathering the necessary data. The methodological framework
comprises the research design or research mode and elements that brings out logical conclusion, locale
of the study or research environment, and respondents of study which describes the target sampling
population and certain techniques. Moreover, this third framework includes the data gathering tools (i.e.
questionnaire, interview, etc.), the data gathering procedure on how information will be drawn from key
respondents, and statistical treatment of data that helps determine the type and its application to data
linked for addressing the specific problems.
Figure 5.2. Research design strategy
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Technically, the concept of research design is grouped into different categories. In this module,
we group them into four based on their involvement in research procedure, namely: Historical, Descriptive,
Experimental and Special Designs.
In the chronological order of doing the research, necessary to guide when writing, the researcher
must take into account that it aligns with steps taken in every framework of the research process diagram.
1. Start the idea then polish it. Usually start with wide scope of ideas.
2. Clearly define the research questions or statements in sentence or paragraph form.
3. Establish specific aims and main objectives.
4. Develop and construct the review of related literature.
5. Choose a methodology that will best suit with researcher.
6. Devise data collection methods based on selected research design.
7. Gather raw and relevant data.
8. Process, analyze and interpret data.
9. Draw conclusions answering the specific problems.
The fifth step above leads to how the most appropriate research method is selected so it aligns well
with how the data (dependent or independent) variables will be collected justifiably before proceeding to
data gathering step.
2. CHARACTERISTICS OF RESEARCH DESIGN

Proper research design sets your study up for success. Successful research studies provide
insights that are accurate and unbiased. You’ll need to create a survey that meets all of the main
characteristics of a design. There are four key characteristics:
a. Neutrality. When you set up your study, you may have to make assumptions about the data you expect
to collect. The results projected in the research should be free from bias and neutral. Understand opinions
about the final evaluated scores and conclusions from multiple individuals and consider those who agree
with the derived results.
b. Reliability. With regularly conducted research, the researcher involved expects similar results every
time. Your design should indicate how to form research questions to ensure the standard of results. You’ll
only be able to reach the expected results if your design is reliable.
c. Validity. There are multiple measuring tools available. However, the only correct measuring tools are
those which help a researcher in gauging results according to the objective of the research. The
questionnaire developed from this design will then be valid.
d. Generalization. The outcome of your design should apply to a population and not just a restricted
sample. A generalized design implies that your survey can be conducted on any part of a population with
similar accuracy.
3. GENERAL CLASSIFICATION OF RESEARCH DESIGN

A researcher must have a clear understanding of the various types of research design to select
which model to implement for a study. Like research itself, the design of your study can be broadly
classified into quantitative and qualitative.
3.1. Qualitative Research Design. Qualitative research determines relationships between collected data
and observations based on mathematical calculations. Theories related to a naturally existing
phenomenon can be proved or disproved using statistical methods. Researchers rely on qualitative
research methods that conclude “why” a particular theory exists along with “what” respondents have to
say about it.
3.2. Quantitative Research Design. Quantitative research is for cases where statistical conclusions to
collect actionable insights are essential. Numbers provide a better perspective to make critical business
decisions. Quantitative research methods are necessary for the growth of any organization. Insights drawn
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from hard numerical data and analysis prove to be highly effective when making decisions related to the
future of the business.
Table 5.1. Comparison between quantitative vs. qualitative
4. SPECIFIC TYPES OF RESEARCH DESIGN

You can further break down the types of research design into five categories:
4.1. Experimental Design

In experimental design, this type of research describes the relationship or proportionality of certain
variables when some of the independent variables are manipulated in a controlled setting. The research
environment that entails this kind of design are project studies done within the ME laboratory, medical
research that are done inside the controlled laboratories with molecular test machines, etc. The
experimental design involves two types of variables based on input-output relationship, which are the
dependent and independent variables.
Sample Experimental Design:
a. In human resource management, a researcher wants to study the effects of intensive in-house
company-sponsored trainings on employee performance. Then after exposing the employees in the 3-
month program, the researcher wants to find out the level of employees’ performance.
b. In engineering management, at the setting of biomass power plant, group of researchers wanted to
study the effect of prolonged exposure to hazardous areas in their level of performance by interviewing
them from chief engineer, to supervisor down to linemen. The considered variables are the level of
performance, time of exposure and job description.
c. In doing prototype testing, some ME graduating students desire to know the efficiency of certain diesel
and gasoline engines in terms of their fuel consumption and road load performance of vehicle. In this
case, the fuel components can be varied by adding additives or fixing the volume amount. At the same
time, the front surface of vehicle to be utilized has fixed dimensions.
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When doing experimental design, it is obvious that experimental setup is a requirement and therefore,
does not apply to when conducting social research since it is best administered in laboratory. The two
groups to be tested are the experimental and control. The initial step is to test both groups to determine
the dependent variable, then apply the independent variable to the experimental group. Both groups are
subjected to retesting and dependent variable will be measured again for some verification purposes.
The researcher must note that when the dependent variable of the experimental group is different from
its previous state, the independent variable affects and implies changes. Henceforth, the experimental
design is a success since the independent variable is proven to cause variations to other variable. This
leads us to conclude that experimental design are particular, accurate and data can be manipulated by
researcher. Moreover, the analyzed results can be implemented to some other studies of same aspect.
4.2. Descriptive Design
Descriptive design involves the description, recording, analysis and interpretation of conditions that
is already existing and oftentimes, it involves comparative analysis and differentiation that attempts to
explore a cause-and-effect scenario, which leads to solidifying relationships between the variables. This
module discusses four (4) forms of descriptive design or research, namely: Descriptive-Normative survey,
Case Study, Correlational Survey and Descriptive Evaluative.
Descriptive-Normative Survey, or survey that provides descriptive information of the demographic

profile and status of certain population of certain region. This includes determining the profile of linemen
workers in terms of their profile (age, sex, civil status) and professional (education, training qualifications,
or experience).
Case Study, that seeks to achieve a deeper and involved understanding and description of conditions of
individuals, situations, groups and communities. Some example of case studies include medical cases
on rare disease, supply chain of commodities using green technologies, criminal cases such as drug
abuse and women violence. These cases can be studied through series of interviews, documentary
scanning and various observations.
Correlational Survey, or survey that estimates the extent to which different variables are related to each
other in the population of interest. One example is when a researcher wishes to know if there is correlation
between profile variables and work commitment.
Descriptive-Evaluative, or the evaluative judgment of a certain situation apart from descriptive type of
doing the research. There are three types namely longitudinal survey, or survey of change over time
involving investigation of same situations at two or more points. The cross-sectional survey, on the
other hand is used to evaluate change over time by comparing at the same point in time the different
people or situation representing different stages of development. The descriptive-comparative, or
quasi-experimental where researcher considers two entities and more and establish a formal criterion for
comparing them.
4.3. Correlational Design

Correlational research is a non-experimental research technique that helps researchers establish a
relationship between two closely connected variables. This type of research requires two different groups.
There is no assumption while evaluating a relationship between two different variables, and statistical
analysis techniques calculate the relationship between them. A correlation coefficient determines the
correlation between two variables, whose value ranges between -1 and +1. If the correlation coefficient
is towards +1, it indicates a positive relationship between the variables and -1 means a negative
relationship between the two variables.
4.4. Diagnostic Design

In diagnostic design, the researcher is looking to evaluate the underlying cause of a specific topic
or phenomenon. This method helps one learn more about the factors that create troublesome situations.
This design has three parts of the research:

▪ Inception of the issue
▪ Diagnosis of the issue
▪ Solution for the issue
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4.5. Explanatory/Exploratory Design

Explanatory design uses a researcher’s ideas and thoughts on a subject to further explore their
theories. Moreover, explanatory research is a method developed to investigate a phenomenon that had
not been studied before or had not been well explained previously in a proper way. Its main intention is
to provide us with details about where a small amount of information can be found.
With this method, the researcher gets a general idea and uses research as a tool to guide them quicker
to the issues that might be addressed in the future. Its goal is to find the why and what for an object of
study. Explanatory research is responsible for finding the why of the events through the establishment of
cause-effect relationships. In this sense, explanatory studies can deal with both the determination of
causes (post-facto research) and effects (experimental research) through hypothesis testing.
Popular methods of explanatory research design include:
▪ Literature research
▪ In depth interview
▪ Case studies
▪ Focus groups
▪ Online research
▪ Interviews
5. DATA GATHERING INSTRUMENT

These are the fact - finding strategies or tools for data collection applied to each research
objectives or research problems. They include Questionnaire, Interview, Observation and Reading.
Essentially the researcher must ensure that the instrument chosen is valid and reliable. The validity and
reliability of any research project depends to a large extent on the appropriateness of the instruments.
Whatever procedure one uses to collect data, it must be critically examined to check the extent to which
it is likely to give you the expected results.
5.1. Questionnaire
This is a data collection instrument mostly used in normative surveys. This is a systematically
prepared form or document with a set of questions deliberately designed to elicit responses from
respondents or research informants for the purpose of collecting data or information. It is a form of inquiry
document, which contains a systematically compiled and well-organized series of questions intended to
elicit the information which will provide insight into the nature of the problem under study. It is a form that
contains a set of questions on a topic or group of topics designed to be answered by the respondent. The
respondents are the population samples of the study. The answers provided by the respondents
constitute the data for the report. The effective use of questionnaire for data collection depends on the
mode of formulation and administration of the questions, the medium of delivering the questionnaire and
the method of contacting respondents for retrieval of the questionnaire. These modes affect the credibility
and quality of the data obtained. Note that the respondent is not under any obligation to respond to the
questionnaire. The respondent therefore has to be influenced in order to submit accurate data to the
questions administered.
Types of Questionnaires
Questionnaires may be designed as structured or closed form and unstructured or open-ended form
a. Structured questionnaires. They are those in which some control or guidance is given for the answer.
This may be described as closed form because the questions are basically short, requiring the respondent
to provide a ‘yes’ or ‘no’ response, or checking an item out of a list of given responses. Questions that
require yes or no answers are also termed as Dichotomous questions. It may, also be multiple choice
options from which the respondent selects the answer closer to their own opinion. The respondent's
choices are limited to the set of options provided.
b. Unstructured questionnaires. This type which is also termed as open-ended or unrestricted type of
questionnaire calls for a free response in the respondent's own words. The respondent frames and
supplies the answer to the question raised in the questionnaire. It also constitutes questions which give
the respondent an opportunity to express his or her opinions from a set of options. Spaces are often
provided for respondents to make their inputs.
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5.2. Interviews
Interviews become necessary when researchers feel the need to meet face-to-face with
individuals to interact and generate ideas in a discourse that borders on mutual interest. It is an interaction
in which oral questions are posed by the interviewer to elicit oral response from the interviewee.
Specifically, with research interviews, the researcher must identify a potential source of information, and
structure the interaction in a manner that will bring out relevant information from his respondent. The
creation of a cordial atmosphere is therefore vital to the success of such an interaction. Apart from face-
to-face interviews, they can also be conducted over the phone or the computer terminal via video
conferencing technology. Interviews range from formal to less formal and to completely informal
interviews.
There are four main kinds of interview: (a) the structured interview; (b) the unstructured interview;
(c) the non-directive interview; and (d) the focus interview.
a. Structured Interview. The structured interviews are formal because, sets of questions known as
interview questionnaire are posed to each interviewee visited and the responses are recorded on a
standardized schedule. It is therefore characterized as being a closed interview situation. In structured
interview, the interviewer follows a set pattern usually adhering as much as possible to the order of
questions on the interview questionnaire whilst posing the questions in a formal manner. Interviewers
must always ensure that the atmosphere of an interview is congenial to establish interviewer-interviewee
rapport.
b. Unstructured Interview. The unstructured interview is the less formal type in which although sets of
questions may be used, the interviewer freely modifies the sequence of questions, changes the wording
and sometimes explains them or adds to them during the interaction. Hence the researcher has to be
careful in order not to deviate from his focus. The atmosphere is often casual. This is conducted in what
is characterized as an opened situation because there is more flexibility and freedom in the interaction.
c. Non-Directive Interview. The non - directive interview or the unguided gives excessive freedom for
the respondent to express his or her ideas subjectively and spontaneously as she chooses or is able to.
There are no set questions in this style. It is the most appropriate type of interview to use when
investigating issues where the respondent has to be allowed to talk uninterrupted on a very broad topic
which will unconsciously reveal personal motives, feelings, attitudes etc.
d. Focus Interview. Focus interview as the name suggests, focuses on the respondent’s subjective
responses and experience on the subject matter to elicit more information. This method is used by
researchers to render the non-directive interview more interviewer control with the use of verbal cues that
serve as a stimulus to inspire respondents to volunteer more information on the subject. As the story
unfolds the researcher can hum in approval of what the respondent submits or chip in a stimulating
question to encourage the flow of the conversation.
5.3. Transcribing
Audio-visual recordings on mediums like CD's and DVD's have become major sources of soft
data which researchers rely on during data collection. Other sources include you-tube. Such soft data
and those recorded from verbal interaction with respondents during interviews have to be transcribed
(i.e. convert the speech sound into words as accurately as possible). This is an essential tool in linguistics
where recorded speech is systematically represented in a specific language. A message in a written text
from a particular language can also be transcribed into a new language. This is often described as
translation. Transcription must be made from the original recordings of any speech or interview. Even
though interviews are always dotted with non-verbal communication such as hand, face and body
gestures, they must not influence the transcription in anyway. It is also not appropriate to put words in
the respondent’s mouth as one transcribes.
5.4. Observation
The study of photographs, videotapes, tape recordings, art objects, computer software and films
fall within this type of data collection procedure. The procedure should be unobtrusive to enable
informants to share their reality directly with researchers. It is creative and captures attention visually.
The presence of a photographer or the video technician may be intrusive and influence responses.
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Observation is one of the very important methods for obtaining comprehensive data in qualitative
research especially when a composite of both oral and visual data become vital to the research. A
researcher obviously needs an audio-visual recorder for a complete collection of such comprehensive
record. Using observation strategy, researchers can obtain first-hand information about objects, and
eventful happenings like durbar and festivals. The possibility of distorting facts and records are reduced
to the barest minimum. Fine artists, industrial artists and graphic designers employ sketching as they
observe nature to collect data in design-based research. With this instrument, the researcher may
become a participant observer or non-participant observer.
.
a. Participant Observer: In this type of observation the researcher lives as a member of the subjects of
the study while observing and keeping notes of the attributes of the subject that is being researched so
that he can directly experience, the phenomenon being studied. Even though he is seen by the subjects
of the study, he conceals his real identity as a researcher. By this approach the researcher gets firsthand
experience with informants. This is the type of observation which deals with covert investigation for which
information may be sensitive and informants may feel uncomfortable to disclose.
b. Non-Participant Observer: In this approach the researcher does not live as a member of the subjects
of the study. The researcher watches the subjects of his or her study, with their knowledge of his status
as a researcher, but without taking an active part in the situation under study. This approach is sometimes
criticized on the grounds that the very fact of their being observed may lead people to behave indifferently,
thus invalidating the data obtained.
5.5. Reading of Documents

Although reading is more to do with literature review, it is also an instrument for studying public
documents such as newspapers, minutes of meetings and private documents such as letters,
biographies, and diaries to enable the researcher to obtain the language and words of informants who
may not be alive at the time of the research. The limitation or difficulty in this approach is that the
documents may be protected, and researchers may not have access to them either because they are
national security documents or confidential documents. Letters and diaries can also be studied at both
the researcher and the informant's convenience.
.
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VI. LEARNING ACTIVITIES:

NAME: ______________________ SCHEDULE: _____________
COURSE & YEAR: ____________ DATE: __________________
ACTIVITY 5
Directions:
1. Based on the research topic that you’ve chosen, kindly go over the literature review matrix that you’ve
done before and identify the research methodologies that each author has utilized following this format.
Research Title: _____________________________________________________________
Title Authors Methodologies
2. Talk with your groupmates and decide on the research methodology that is appropriate in your
research proposal. Make a justification why you have selected as the research design.
VII. EVALUATION (To be uploaded in the Google Classroom)
VIII. ASSIGNMENT:
NAME: ______________________ SCHEDULE: _____________
COURSE & YEAR: ____________ DATE: __________________
ASSIGNMENT 5
Direction: Answer the following questions comprehensively.
1. Discuss the following terms enumerated in this table:
2. Cite the criteria/basis that you should consider for you to say that the research design to be utilized is
either qualitative or quantitative.
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IX. REFERENCES:
A) Book/Printed Resources
Crone, W.C. (2020). Introduction to Engineering Research. Morgan and Claypool Publishers.
McNiff, J & Whitehead, J. (2002). Action Research: Principles and Practices, 1 st Edition. Routledge
– Falmer, London.
Newsome, B.O. (2015). Introduction to Research, Analysis and Writing. SAGE Publications.
Uwe, F. (2016). Introducing Research Methodology: A Beginner’s Guide to Doing a Research

Project. SAGE Publications.
Wilson, E.B. (1952). An Introduction to Scientific Research. Dover Publication Inc. New York.
B) e-Resources
Basic vs. Applied Research. Retrieved from https://www.slideshare.net/anupamasaini23/basic-vs-

applied-research-61715786
International Network for Natural Sciences: Quality Scientific Publishing. Retrieved from https://
innspub.net/types-of-scientific-research/
Introduction to Research. Retrieved from https://www.library.cornell.edu/research/introduction.
Introduction to Research. Retrieved from https://www.slideshare.net/jobitonio/introduction-to-

research-37589838.
Introduction to Literature Review. Retrieved from https://www.monash.edu/rlo/graduate-research-

writing/write-the-thesis/introduction-literature-reviews.
University of Pittsburgh Library System. Retrieved from https://pitt.libguides.com/citationhelp/

overview
Prepared by:
ENGR. DALE MARK N. BRISTOL, MSME, PhD-ME (Candidate)

Faculty, Mechanical Engineering Dept.
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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE: College of Engineering

DEGREE PROGRAM Bachelor of Science COURSE NO. ME 11

I. UNIT TITLE/CHAPTER TITLE:

CHAPTER 5. RESEARCH DESIGN

II. LESSON TITLE:

1. Definition of Research Design

III. LESSON OVERVIEW:

IV. DESIRED LEARNING OUTCOMES:

Fig. 5.1. The research framework

Figure 5.2. Research design strategy

2. CHARACTERISTICS OF RESEARCH DESIGN

3. GENERAL CLASSIFICATION OF RESEARCH DESIGN

Table 5.1. Comparison between quantitative vs. qualitative

4. SPECIFIC TYPES OF RESEARCH DESIGN

4.1. Experimental Design

Sample Experimental Design:

Descriptive-Normative Survey, or survey that provides descriptive information of the demographic

4.3. Correlational Design

4.4. Diagnostic Design

This design has three parts of the research:

4.5. Explanatory/Exploratory Design

5. DATA GATHERING INSTRUMENT

5.5. Reading of Documents

VI. LEARNING ACTIVITIES:

Research Title: _____________________________________________________________

Title Authors Methodologies

VII. EVALUATION (To be uploaded in the Google Classroom)

Direction: Answer the following questions comprehensively.

1. Discuss the following terms enumerated in this table:

Uwe, F. (2016). Introducing Research Methodology: A Beginner’s Guide to Doing a Research

Basic vs. Applied Research. Retrieved from https://www.slideshare.net/anupamasaini23/basic-vs-

Introduction to Research. Retrieved from https://www.library.cornell.edu/research/introduction.

Introduction to Research. Retrieved from https://www.slideshare.net/jobitonio/introduction-to-

Introduction to Literature Review. Retrieved from https://www.monash.edu/rlo/graduate-research-

University of Pittsburgh Library System. Retrieved from https://pitt.libguides.com/citationhelp/

ENGR. DALE MARK N. BRISTOL, MSME, PhD-ME (Candidate)

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