QUANTITATIVE RESEARCH DESIGNS
Clarification on Terminologies
Level Description Example
Quantitative Provides the theoretical, philosophical, and Quantitative,
Method ▼ data-analytic stance Qualitative
Quantitative The systematic process of control (e.g., Experimental, quasi-
Research ▼ group assignment, selection, data collection experimental, non-
techniques) experimental
Quantitative Details a theoretical model of how the data Between-subjects
Approach ▼ will be collected and how many groups are approach
involved with the process
Quantitative (a) The time frame in which data will be Pre- and posttest
Design collected, (b) exact number of groups control group design
involved, (c) when the treatment will be
implementer or not
Research What are the levels of Research To what extent do levels
Question perceived anxiety Question of perceived anxiety
students experience predict performance on
prior to testing? standardized testing?
Type of Descriptive Type of Relational
Inquiry Inquiry
Method Quantitative Method Quantitative
Research Nonexperimental Research Nonexperimental
Approach Survey Approach Observational
Design Cross-sectional Design Predictive
Pretest & Posttest Design
Between-
Subjects Posttest Design
Approach
K-factor Design
Within- Pretest & Posttest Design
Subjects
Approach Interrupted Time Series Design
True Regression-
Experiment
Quantitative
Experimental Discontinuity Pretest-Posttest Control Group
Approach
Method
Research Quasi-
Experiment 2x2 Factorial Pre-Post Design
Non- Factorial
experimental Design
Research 2x2 Factorial Posttest Design
ABA Design
Single Case
Approach
ABAB Design
Quantitative Method
Explanatory Design
Experimental
Research Correlation
Approach
Predictive Design
Non-experimental
Research
Cross-Sectional Design
Survey Approach
Longitudinal Design
R. Participants are randomly assigned to each condition
to theoretically ensure group equivalency.
NR. Participants are assigned to each condition by a
matter of convenience or necessity (non-equivalent
groups)
C. A cutoff score (criterion) is used to assign
participants to groups within regression-discontinuity
approaches.
M. Match participants on the basis of some extraneous
variable that is related to the dependent variable.
BETWEEN-SUBJECTS PRETEST-POSTEST DESIGN
Chao, P., Bryan, T., Burstein, K., & Ergul, C. (2006). Family-centered intervention for
young children at-risk for language and behavior problems. Early Childhood Education
journal, 34(2), 147-153.
RQ Does active parent engagement in selecting and using routine-based
activities have a positive effect on children's language and appropriate
behavior development?
Procedures Parents randomly assigned to control & experimental group
Control group: without training on family-centered intervention
Experimental group: with training
Measurement: Both groups were pre-tested and post-tested
Design Pre-and posttest control group design
Statistical ANCOVA
Procedure
Kazdin, A. E., Esveldt-Dawson, K., French, N. H., & Unis, A. S. 0987). Problem-solving
skills training and relationship therapy in the treatment of antisocial child behavior.
Journal of Counseling and Clinical Psychology, 55(1), 76-85.
RQ What are the effects of cognitive-behavioral problem solving
skills training and nondirective relationship therapy on antisocial
child behavior?
Procedures Children were randomly assigned to one of three conditions:
(a) problem-solving skills training, (b) relationship therapy, or (c) a
treatment-control group. Children met individually for 20 sessions in
the two treatment conditions.
Design 2-factor pretest and posttest control group design
Statistical ANCOVA, MANCOVA, two-way RM-ANOVA, or two-way MANOVA
Procedure
BETWEEN-SUBJECTS POSTEST DESIGN
Dennis,]. K. (2003). Problem-based learning in online vs. face-to-face environments.
Education for Health, 16(2), 198-209.
RQ What are the differences between online and traditional
problem-based learning programs?
Procedures Students were randomly assigned to one of two conditions:
computer-mediated or control (i.e., traditional face-to-face). Students
generated learning issues during the initial modules.
Design Posttest control group design
Statistical Independent samples t-test, ANOVA
Procedure
REGRESSION-DISCONTINUITY APPROACH
RQ: What are the effects of a Tier 2
mathematical intervention on
mathematical achievement of first- and
second-grade students?
Procedure: Participants took a
mathematics inventory test. Students
who scored at or below the 25th
percentile underwent Tier 2
mathematics program
WITHIN-SUBJECTS APPROACH
Wyatt, T. H., & Hauenstein, E. J. (2008). Pilot testing Okay With Asthma™: An online
asthma intervention for school-age children. The Journal of School Nursing, 24(3), 145-
150.
RQ What are the effects of the Okay With Asthma intervention
on asthma knowledge and attitude in school-age children?
Procedures 35 schoolchildren participated in the study
Children completed the pretest, underwent the program, completed
the post-test
Design One group pretest-posttest design
Statistical Dependent samples t-test, ANOVA
Procedure
Characteristics: Ex-post Facto
Design
Non-experimental
1. No attempt to control or
Posttest Only
manipulate the actual Design
Research
conditions Explanatory
Correlation Design
2. Used to explain or Approach
predict relationships or
Predictive
Design
to describe and measure
the degree ofassociation Cross-Sectional
among variables Design
Survey
Approach Longitudinal
Design
One-group posttest-only design
RQ: What is the short-term effect of a tobacco-hazard education intervention
on tobacco use and intent to quit?
Procedures: Tobacco-hazard education intervention
Observation: After one month
Ex-post facto design
RQ: What are the differences between persons with spinal cord injuries who were successfully
rehabilitated from those who were not in regard to affect, life satisfaction, and depression?
Procedures: Series of rehabilitative programs
Observation: PANA, SWLS, and CES-D
Explanatory Design
Purpose: To explain the degree of association
between two (or more) variables
RQ: What is the association between classroom
motivation variables and students' sense of belonging?
Procedures: Questionnaires were distributed to participants
Predictive Design
Purpose: to predict the outcome
based on the analysis of the
relationship between two or
more variables.
RQ: What mental factors significantly predict programming achievement?
Procedures: Questionnaires were distributed to participants
Observation: Predictor: KAI Creativity Scale, Problem Solving Inventory, Computer Attitude Scale
Criterion: Programming Achievement Test
Cross-sectional Design
Purpose: To collect data at one point in time
RQ: What evidence exists to demonstrate the
prevalence and consequences of recurrent low-
back pain in children?
Procedures: Questionnaires were distributed to participants
Longitudinal Design
Purpose: To collect survey data over a designated period of time with the same or different
samples within a population
RQ: How does the use of a
social network among a college
population change over time?
Procedures: Survey data are
collected every 3 months in a
year
Activity
Research What are the anxiety Research To what extent SATA and
Question levels of freshman Question GWA predict LET
college students in performance?
math? Type of
Type of Inquiry
Inquiry Method
Method
Research
Research
Approach
Approach
Design
Design
Activity
Research Does the loyalty of the Research Is FB addiction related to
Question alumni to the school Question loneliness?
change over time? Type of
Type of Inquiry
Inquiry Method
Method
Research
Research
Approach
Approach
Design
Design
Activity
Research Does remedial classes Research Does blended learning
Question improve the writing Question technique have a
skills of the students? positive effect on
Type of students’ learning
Inquiry performance?
Method Type of
Inquiry
Research
Method
Approach
Research
Design
Approach
Design
