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NON-EXPERIMENTAL RESEARCH
DESIGN
NON-EXPERIMENTAL RESEARCH DESIGN
A quantitative research design that is capable of giving
qualitative and quantitative data, BUT MORE ON
QUALITATIVE DATA.
SHUNS controlling variables
Involves variables the way they naturally exist on earth.
TYPES OF NON-EXPERIMENTAL RESEARCH
DESIGN
A. Survey Studies/Research- most used non-
experiment/research in the field of Sociology, Psychology, and
Humanities
- A method of research that aims at knowing what a big
number of people think and feel about some sociological
issues.
DATA GATHERING TECHNIQUES:
A. Interview
B. Questionnaires
C. Online survey
D. Telephone interview
B. DESCRIPTIVE- utilized for the purpose of accurately
portraying a population that has been chosen because of some
specific characteristics.
-used to determine the extent or direction of attitudes and
behaviors.
- The purpose is to provide a picture of a situation as it
naturally happens.
C. CORRELATIONAL- investigates the direction and
magnitude of relationships among variables in a particular
population.
- Designed to study the changes in one characteristic or
phenomenon which correspond to changes in another or with
one another.
D. EVALUATIVE- involves making a judgment of worth
or value
- Allows the researcher to delineate, obtain, and
provide information that is useful for judging
decision alternatives when conducting a program or
service. It can be formative (process) or summative
(outcome).
EXPERIMENTAL RESEARCH DESIGN
EXPERIMENT
SELECTION OF SUBJECTS/PARTICIPANTS
PRETESTING/POSTTESTING
COMBINATION/MIXTURE OF THE
COMPONENTS OF EXPERIMENT:
A. TREATMENT >EVALUATION
B. PRE-TEST>TREATMENT>POST TEST
Target population:
All SHS students enrolled in the technical-vocational track
in Region VII
Accessible population:
SHS students who are enrolled within the school or district
and even those who are in the division
BASIC CONCEPTS IN DETERMINING THE
PARTICIPANTS OF THE STUDY
PARAMETER- numeric characteristic of a population
SAMPLE- a subset of the entire population or a group of
individuals that represents the population and serves as the
respondents of the study
STATISTIC- a numeric characteristic of a sample
ELEMENT- a single member of the sample
In the previous example, if there is a total of 13, 000
students enrolled, 13,000 is called the parameter. Out of the
13, 000, only 3000 students are enrolled in the Division of Leyte.
After computing statistically, the sample derived is 500 SHS.
This number, 500, is called a statistic.
FACTORS TO CONSIDER IN DETERMINING
THE SAMPLE SIZE
1. Homogeneity of the population- the higher the
degree of variation within the population, the smaller
the sample size can be utilized.
2. Degree of precision desired by the researcher- a
larger sample size will result in greater precision or
accuracy of results.
3. Types of sampling procedures- Probability
sampling utilizes smaller sample sizes than non-
probability sampling
4. The use of formula
a. SLOVIN’S FORMULA. It is used to compute the
sample size (Sevilla, 2003). This formula is used when
you have limited information about the characteristics
of the population and are using a non-probability
sampling procedure. (Ellen, 2016)
𝑁
n=
1+𝑁𝑒 2
Where:
Margin of error- degree of error in
n= sample size results received from random sampling
N= population size surveys.
LOWER MARGIN OF ERROR INDICATES
e= desired margin of error HIGHER CONFIDENCE LEVELS IN THE
PRODUCED RESULTS
Example: The parameter of the population is 8,000 at 2%
margin of error or 98% accuracy.
𝑁 8000
n= = 4.2
1+𝑁𝑒 2
8000
= = 1, 905
1+8000(0.02)2
8000
= 1+8000(.0004)
8000
=
1+3.2
Assignment: Study on the nature of Calmorin’s formula in
research. Each group will come up with a sample research
situation/scenario and use Calmorin’s formula in computing
the sample size to be presented/demonstrated next
meeting.
Other considerations;
a. Sample sizes as small as 30 are generally adequate to ensure
that the sampling distribution of the mean will approximate
the normal curve (Shott, 1990).
b. When the total population is equal to or less than 100, this
same number may serve as the sample size. This is called
universal sampling.
c. The following are the acceptable sizes for different types of
research (Gay, 1976)
Descriptive research- 10%-20% may be required
Correlational research- 30 subjects or respondents
Comparative research- 15 subjects/group
Experimental design- 15-30 subjects per group
KINDS OF SAMPLING
1. PROBABILITY SAMPLING- a type of sampling in
which all members of the population are given a chance
of being selected. This is also called scientific sampling.
a. Simple Random sampling- a method of choosing
samples in which all the members of the population are
given an equal chance to be selected as respondents.
- an unbiased way of selection as samples are drawn by
chance.
Various ways: fishbowl technique, table of random
numbers, etc.
b. Stratified Random Sampling- the population is
divided into different strata then the sampling follows.
Criteria (dividing the population into strata):
1. Age
2. Gender
3. Educational qualifications
Example: The researchers will study the common causes and
effects of smoking among senior highschool students. Equal
representations of respondents are selected from various
samples from public and private schools (first stratum). Then
in the selected public and private schools, samples are chosen
from each grade level (second stratum). Finally, samples are
chosen by gender (third stratum).The sampling process is
done in stages starting from the first stratum up to the last
stratum.
c. Cluster Sampling- this is used in large-scale studies in
which the population is geographically spread out.
Example: A researcher wants to interview 100 senior high school
honor students to have enough representatives of the different
public schools within the division. If there are 10 public schools in
the division, each cluster or school must have 10 samples to
complete the total statistics of 100.
RESEARCH DESIGN
STATISTICAL TREATMENT
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
EXAMPLES?
7. Location: A researcher designs a study to compare the
effects of team versus individual teaching of U.S. history on
student attitudes toward history.The classrooms in which
students are taught by a single teacher have fewer books and
materials than the ones in which students are taught by a team
of three teachers.