Chapter 4

Understanding
Data and Ways to
Systematically
Collect Data
Research Design
•Refers to overall
plan and scheme for
conducting the study.
Research Design
•It could be historical
design, descriptive
design or an
experimental design.
 Sampling
•The process of
selecting and getting
the respondents of
the study.
 Sampling
• The purpose is to
imitate the behaviour
of the population
based on observation
 Instruments
• Paper and pencil test
• Questionnaires
• Interviews
• Research tools
 Descriptive Research Design
•To describe the status of
an identified variable: as
events, people or
subjects.
•Used to established
norms or standards
based on a wide class of
survey data.
(demographic data)
 Demographic Profile
• Age, sex, educational
attainment, IQ, languages
spoken, civil status,
average family size,
others.
• In order to make this
presentation clear and
informative you should
present both univariate
table (frequency count for
single variable)
•And multivariate tables
(frequency for cross
classifications)
Example:
•A table on sex
distributions may be
interesting, but
Example:
a two way table representing
sex and educational
qualification at the same
time will be more
informative.
Correlational Research Studies
•“Correlation does not
mean Causation”
Example:
• Relationship between
managerial effectiveness
and the variables age,
educational attainment,
mental ability.
Descriptive Evaluative Studies
•The purpose is to judge
the “goodness of a
criterion measure”
 Longitudinal Studies
• Established the changes
in that criterion measure
over a long period of time
Example:
• If one were to study the changes
in the IQ levels of children 9-10
years over a five-year period, the
researcher must see to it that the
same group of children is tested
for IQ over the five-year period.
 Cross-sectional Studies
• Designed to evaluate changes
over time by comparing at the
same point in time, different
people representing different
stages in the development.
Example:
• To established changes in IQ for
children 9-10 years old, one may
simultaneously test, children 9-10,
11-12, 13-14, 15-16, 17-18, years
old to see changes in the criterion
measure.
 Assessment/Evaluation Studies
•It attempts to determine
the effectiveness or
efficiency of certain
practices or policies.
•Evaluation is much
deeper than
Assessment!!!
• Assessment is made to Iden-
tify the level of performance
of an individual, whereas
Evaluation is performed to
determine the degree to
which goals are attained.
Descriptive Comparative Studies
• Used to established
significant differences
between two or more
groups of subjects on the
basis of a criterion measure.
Example:
• It may be desired to
compare the managerial
effectiveness of three
groups of managers A, B,
and C.
• The type of research usually
involves group comparisons.
The groups in the study
make up the values of the
independent variable; for
example,
• Gender ( male vs. female )
•Preschool vs no
Preschool attendance
•Children with working
mom vs Children without.
 •In comparative
research, the
independent variable
is not under the
researchers control
•That is, the researcher
cannot randomly assign
the participants to gender
classification or socio-
economic class.
Submission of research
instrument:
• September 2, 2019

• THANK YOU!!!