What Is a Research Design | Types,

Guide & Examples

Published on June 7, 2021 by Shona McCombes. Revised on May 31, 2023 by Pritha Bhandari.

A research design is a strategy for answering your research question using empirical data.
Creating a research design means making decisions about:

 Your overall research objectives and approach

 Whether you’ll rely on primary research or secondary research
 Your sampling methods or criteria for selecting subjects
 Your data collection methods
 The procedures you’ll follow to collect data
 Your data analysis methods

A well-planned research design helps ensure that your methods match your research
objectives and that you use the right kind of analysis for your data.

You might have to write up a research design as a standalone assignment, or it might be part of a
larger research proposal or other project. In either case, you should carefully consider which
methods are most appropriate and feasible for answering your question.

Table of contents

1. Step 1: Consider your aims and approach

2. Step 2: Choose a type of research design
3. Step 3: Identify your population and sampling method
4. Step 4: Choose your data collection methods
5. Step 5: Plan your data collection procedures
6. Step 6: Decide on your data analysis strategies
7. Other interesting articles
8. Frequently asked questions about research design

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What Is a Research Design | Types,

Guide & Examples
Published on June 7, 2021 by Shona McCombes. Revised on May 31, 2023 by Pritha Bhandari.

A research design is a strategy for answering your research question using empirical data.
Creating a research design means making decisions about:

 Your overall research objectives and approach

 Whether you’ll rely on primary research or secondary research
 Your sampling methods or criteria for selecting subjects
 Your data collection methods
 The procedures you’ll follow to collect data
 Your data analysis methods

A well-planned research design helps ensure that your methods match your research
objectives and that you use the right kind of analysis for your data.

You might have to write up a research design as a standalone assignment, or it might be part of a
larger research proposal or other project. In either case, you should carefully consider which
methods are most appropriate and feasible for answering your question.

Table of contents

1.
2.
3.
4.
5.
6.
7.
8.

 Introduction

 Step 1

 Step 2

 Step 3
  Step 4

 Step 5

 Step 6

Step 1: Consider your aims and approach

Before you can start designing your research, you should already have a clear idea of the
research question you want to investigate.

Research question exampleHow can teachers adapt their lessons for effective remote learning?

There are many different ways you could go about answering this question. Your research design
choices should be driven by your aims and priorities—start by thinking carefully about what you
want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative approach Quantitative approach

 Understand subjective experiences, beliefs, and  Measure different types of variables and describe
concepts frequencies, averages, and correlations
 Gain in-depth knowledge of a specific context or  Test hypotheses about relationships between variables
 Qualitative approach Quantitative approach

culture  Test the effectiveness of a new treatment, program or

 Explore under-researched problems and generate new product
ideas

Qualitative research designs tend to be more flexible and inductive, allowing you to adjust your
approach based on what you find throughout the research process.

Qualitative research exampleIf you want to generate new ideas for online teaching strategies, a
qualitative approach would make the most sense. You can use this type of research to explore exactly
what teachers and students struggle with in remote classes.

Quantitative research designs tend to be more fixed and deductive,

with variables and hypotheses clearly defined in advance of data collection.

Quantitative research exampleIf you want to test the effectiveness of an online teaching method, a
quantitative approach is most suitable. You can use this type of research to measure learning outcomes
like grades and test scores.

It’s also possible to use a mixed-methods design that integrates aspects of both approaches. By
combining qualitative and quantitative insights, you can gain a more complete picture of the
problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research.
If your research involves people or animals, you also need to consider research ethics.

 How much time do you have to collect data and write up the research?
 Will you be able to gain access to the data you need (e.g., by travelling to a specific location or
contacting specific people)?
 Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
 Will you need ethical approval?

At each stage of the research design process, make sure that your choices are practically feasible.

Step 2: Choose a type of research design

Within both qualitative and quantitative approaches, there are several types of research design to
choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types.

 Experimental and quasi-experimental designs allow you to test cause-and-effect relationships

  Descriptive and correlational designs allow you to measure variables and describe relationships
between them.

Type of design Purpose and characteristics

Experimental  Used to test causal relationships

 Involves manipulating an independent variable and measuring its effect on a dependent variable
 Subjects are randomly assigned to groups
 Usually conducted in a controlled environment (e.g., a lab)

Quasi-experimental  Used to test causal relationships

 Similar to experimental design, but without random assignment
 Often involves comparing the outcomes of pre-existing groups
 Often conducted in a natural environment (higher ecological validity)

Correlational  Used to test whether (and how strongly) variables are related
 Variables are measured without influencing them

Descriptive  Used to describe characteristics, averages, trends, etc

 Variables are measured without influencing them

With descriptive and correlational designs, you can get a clear picture of characteristics, trends
and relationships as they exist in the real world. However, you can’t draw conclusions about
cause and effect (because correlation doesn’t imply causation).

Correlational design exampleYou could use a correlational design to find out if the rise in online teaching
in the past year correlates with any change in test scores.

But this design can’t confirm a causal relationship between the two variables. Any change in test
scores could have been influenced by many other variables, such as increased stress and health
issues among students and teachers.
Experiments are the strongest way to test cause-and-effect relationships without the risk of other
variables influencing the results. However, their controlled conditions may not always reflect
how things work in the real world. They’re often also more difficult and expensive to implement.

Experimental design exampleIn an experimental design, you could gather a sample of students and then
randomly assign half of them to be taught online and the other half to be taught in person, while
controlling all other relevant variables.

By comparing their outcomes in test scores, you can be more confident that it was the method of
teaching (and not other variables) that caused any change in scores.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed
understanding of a specific context or phenomenon, and you can often be more creative and
flexible in designing your research.
The table below shows some common types of qualitative design. They often have similar
approaches in terms of data collection, but focus on different aspects when analyzing the data.

Type of design Purpose and characteristics

Case study  Detailed study of a specific subject (e.g., a place, event, organization, etc).
 Data can be collected using a variety of sources and methods.
 Focuses on gaining a holistic understanding of the case.

Ethnography  Detailed study of the culture of a specific community or group.

 Data is collected by extended immersion and close observation.
 Focuses on describing and interpreting beliefs, conventions, social dynamics, etc.

Grounded theory  Aims to develop a theory inductively by systematically analyzing qualitative data.

Phenomenology  Aims to understand a phenomenon or event by describing participants’ lived experiences.

The Rizal Day bombings occurred on 30

December 2000 when five black powder bombs
were detonated around Metro Manila in
the Philippines on a day commemorating
national hero Jose Rizal, killing 22 people and
injuring 120. Jemaah Islamiyah bombed the
Plaza Ferguson in Malate (just outside
the US embassy), a gasoline station across from the Dusit Hotel in Makati,
the cargo handling area of the Ninoy Aquino International Airport, a bus
travelling down the Epifanio de los Santos Avenue in Quezon City, and the
Blumentritt station of the Metro Manila LRT Line 1, with the last target
having the most casualties. Mukhlis Hadji Yunos, Fathur Rahman al-
Ghozi, Abdul Fatak Paute, and Mamasao Naga would be arrested for their
roles in the attack.

Respondents of the Study

The researcher will be floated 250 survey questionnaires to the three-groups of

respondents. The first group of respondents is the 141 police personnel assigned in

each station of LRT1, the second group of respondents is consisting of 258 security
personnel assigned also in different station of LRT 1, and the third group of respondents

will be the selected LRT 1 personnel of LRT 1 that consist of 42 participants among that

group. The respondents profile presented in terms of age sex, civil status, highest

educational attainment, designation and type occupation that will be presented in the

next chapter.

The group of respondents has an actual strength of 441 representatives of this study.

The first group of respondents includes Police-Non Commissioned Officers (PNCO) and Police

Commissioned Officers (PCO) under the unit of National Capital Region Police Office (NCRPO).

The second group of respondents includes selected security personnel of LRT 1 assigned in

each station, and the third groups of respondents are supervisor in each station bounded from

Baclaran Station to Roosevelt Station.

Instrumentation

The study will be utilized the primary and secondary sources of data. The primary

source of data came from the actual responses of the three-groups of respondents. The

researcher will be distributed a questionnaire to the 141 PNP personnel who are assigned in

each station of LRT 1, 258 from Security personnel of LRT 1 and 42 from supervisors bounded

along Baclaran Station to Roosevelt Station. Simple random sampling and purposive sampling

design will be used in this study.

The researcher will be gathered all necessary materials in order to make a rough draft of

the questionnaires. These includes books, data and unconstructed interview among the

respondents with regards to the methods of dealing with the effectiveness of security officers in

handling criminal activities in LRT 1 with the end of view that this study will serve as a basis for

improved manual. Journals, magazines, newspapers, and articles from the internet that are

related to the study will be used also. The researcher also interviewed some individuals to find

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out what are their initial perspectives on the security of Light Rail Transit 1 in handling criminal

activities in different stations.

After the development of the rough drafts, pre-test will make to five (5) top ranking

officials of the PNP unit tasked in Light Rail Transit and top security officials of LRT 1 as well as

some LRT 1 commuters in order to help improve the questionnaires by eliminating the

redundant questions and inconsistencies in the instrument. Criticisms of the persons who

participated in dry-ran will be secured before the rough drafts will be finalized. The five (5) top-

ranking PNP officials tasked in LRT 1 and Ranking Security Officers of LRT 1 as respondent of

the study who will be participated in the dry-run/ try out/pre-test of the questionnaires will not be

included among the actual respondents. The final drafts then will be reproduced.

Afterwards, the researcher will be secured permit from the Chief of 4 th Public Safety

Company under NCRPO-RPSB and to the Head of Safety and Security Division Manager

before distributing the drafts of the questionnaires to selected three groups of respondents.

The respondents will be selected by the used of purposive sampling technique. For the

first group of respondents (Police Personnel assigned in LRT 1), the researcher secured a copy

of Rooster of Troops from Personnel and Administrative Department of NCRPO-RPSB 4 th Public

Safety Company. Rooster of Troops contains the complete names of all the personnel of the

abovementioned company in alphabetical order, to the second group of respondents which

consists of LRT 1 Security personnel. They are the one given the questionnaire and have an

opportunity to participate in this study. While stratified random sampling procedure have done

by the researcher in the selection of the third groups of respondents

The questionnaire composed of two parts: part one indicates the personal information of

the respondents like their age, gender, designation, status, highest educational attainment. The

last part is about the level of security measures in LRT 1, problems encountered and proposed

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measures to address the problems encountered in order to enhance the security of LRT 1 in

handling criminal activities for basis of improved manual. The questions consisted of the

following:

The perception of the group of respondents to the security of LRT 1 in handling criminal

activities in terms of the issues and concerns they encountered. These statements of the

problem are keys in designing and formulating questions used for the questionnaires and

interviews in gathering information.

The secondary data consisted of collections of information that includes reference such

as numbers of police and security personnel assigned in LRT 1 Station, numbers of daily

commuters and yearly incident reports committed in LRT 1, PNP Statistical report and

publications which have bearing on the study, and other sources of data gathered through

survey and research analysis

The researcher also used mathematical and statistical tools in order to interpret

the data gathered from the survey questionnaire responses. The 4-Point Reaction Scale

will be used by the researcher. Particularly on measuring the level of security, problems

encountered and proposed measures as assessed by the three groups of respondents.

Validation of Instrument

The content of the validity of the research instruments will be used is ensured by

consulting the researcher adviser, research professors as well as the Dean of the

Graduate School for the constructed instruments to show the content and meaning of

the questionnaire if it is applicable to float. Correctness of form or structure, which

render the data gathered valid for statistical analysis and validated by a professional

statistician.

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 The 4-Point Reacting Scale will be used as basis for the computation of the

Average Weighted Mean (AWM). This scale will be used to measure the level of

respondent’s perception. The Likert-Scale will used in this portion:

Scale Statistical Limits Descriptive Equivalent

4 3.2 – 4 Highly Effective

3 2.2 – 3.1 Effective

2 1.2 – 2.1 Less Effective

1 1.1 & below Not Effective

Procedures in Data Gathering

Questionnaire. Upon the approval of the Chief of Public Safety Company NCRPO-

RPSB and Safety and Security Division Manager to administer the questionnaires, the

researcher randomly distributed the questionnaires based on the Rooster of Troops of RPSB

and data of security personnel in LRT as well as selected LRT 1 personnel based on the data

gathered. Some, of the questionnaires, however, will be distributed through the help of

personnel departments of the said first and second groups of respondents.

The researcher will be administered the questionnaire depending on the availability and

convenience on the part of the group of respondents.

The questionnaires were coded to identify the respondents participated in the study. This

aided in the speedy retrieval of the floated questionnaires. The researcher will be made use of

the questionnaire as the primary research instrument complemented by the personal interview

and personal knowledge of the researcher. Specifically, Part 1 dealt with the personal profile of

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the respondents like their age, sex, civil status, highest educational attainment, occupation and

designation.

The last part is about the level of effectiveness of PNP personnel in handling

perpetrators of crime at LRT 1, Problems encountered and proposed measures. The

questions composed of the following: the assessment of the three groups of

respondents at LRT 1 in handling perpetrators of crime problems encountered and the

proposed measures to address the problems.

The results will be tallied and tabulated according to the items checked by the

participants. The percentage of the number of checks for each item will be taken.

Document Analysis. Review of documents will be used pertaining to the focal point

of the study or printed materials which has relevant to effectiveness of PNP personnel in

handling perpetrators of crime at LRT Line 1: towards policy redirection, the researcher will be

included references such as the blotter report and yearly incident reports, publications which

has bearing to the study, and other sources of data gathered through survey and research.

Interview. Interview technique in gathering additional data and information will be used.

The researcher conducted unstructured interview to the three groups of respondents of

respondents since they are the best persons to objectively to determine the level of

effectiveness of security at LRT 1 in handling perpetrators of crime.

Statistical Treatment of Data

The research will be used mathematical and statistical tools in order to interpret

the data gathered from the survey questionnaire responses.

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 Percentage will be used to describe the respondents’ personal and demographic

profile.

Formula:

n
P = x 100
N
Where:

P = percentage

n = the frequency and

N = the total no. of responses

Weighted Mean (WM). This was used to determine the frequency of the responses to

the items that required choices from options in the 4-point Likert Scale:

Formula:

WM = f5x5+f4x4+f3x3 +f2x2 + f1x1

Where:

WM = Weighted Mean

f = frequency of responses

N = total number of respondents

x = item value of responses

Average Weighted Mean. This was a statistical tool used to obtain the

weighted average for the responses for quantitative analysis

Formula:

AWM = fx

Page
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 N

Where:

AWM = Average Weighted Mean

fx = the computed weighted mean

N = total number of responses

ANOVA. One-way Analysis of Variance among and between groups and F-Test was used

for testing the significance of the difference on the assessment of the three groups of

respondents.

Formula:

F = MSSB_

MSSW

Where:

F = Anova

M = mean

SS = sum square

B = between

W = within

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