RESEARCH PROCESS:

• PHASE 1 (DECIDING WHAT

TO RESEARCH)

• PHASE 2 (PLANNING A
RESEARCH STUDY)

• PHASE 3 (CONDUCTING A
RESEARCH STUDY)

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 THE USE OF
EDUCATIONAL RESEARCH
METHODOLOGIES:
(RESEARCH DESIGN AND
DATA ANALYTIC
TECHNIQUES)
 Large image slide
OUTLINE:
1. Research Design
 Selecting a Study Design
 Quantitative Research Design
 Qualitative Research Design
2. Locale of the Study
3. Respondents of the Study
4. Sampling Procedure
5. Research Instrument
6. Data Gathering Procedure
7. Methods of Data Analysis

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 It is the over-all plan of getting
up and carrying out the study. It
describes the nature and the type
of the study.
In short, it serves as the guide
of a thesis writer in the conduct of
the study considering that writing
a thesis follows a systematic plan
or procedure. It tells him how he
will proceed this work and what he
will do to finish the study.

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 QUANTITATIVE RESEARCH DESIGN
Experimental Research
• Experimental designs (also called intervention studies or group
comparison studies) are procedures in quantitative research in
which the investigator determines whether an activity or
materials make a difference in results for participants.
• You assess this impact by giving one group one set of
activities (called an intervention) and withholding the set from
another group. This is done to test whether an educational
practice or idea makes a difference for individuals.

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Correlational Research
This type of research aims to study the connection between two variables. In
correlational research designs, investigators use the correlation statistical test to
describe and measure the degree of association (or relationship) between two or more
variables or sets of scores.
You use this design when you seek to relate two or more variables to see if they
influence each other. This design allows you to predict an outcome, such as the
prediction that ability, quality of schooling, student motivation, and academic
coursework influence student achievement.
 An example is whether motivation is associated with academic performance.
 An example whether a student’s GPA in college can be predicted from his or
her high school performance.

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 Survey Research
Survey research designs are procedures in quantitative
research in which investigators administer a survey to a sample
or to the entire population of people to describe the attitudes,
opinions, behaviors, or characteristics of the population. In this
procedure, survey researchers collect quantitative, numbered
data using questionnaires (e.g., mailed questionnaires) or
interviews (e.g., one on-one interviews) and statistically analyze
the data to describe trends about responses to questions and to
test research questions or hypotheses. They also interpret the
meaning of the data by relating results of the statistical test back
to past research studies.
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Two Basic Types of Survey Research:

Cross-Sectional Survey Designs

and

Longitudinal Survey Designs

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Cross-Sectional Survey Designs
The most popular form of survey design used in
education is a cross-sectional survey design. In a
cross-sectional survey design, the researcher
collects data at one point in time. This design has the
advantage of measuring current attitudes or
practices. It also provides information in a short
amount of time, such as the time required for
administering the survey and collecting the
information.

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Longitudinal Survey Designs
Alternative to using a cross-sectional design is to
collect data over time using a longitudinal survey
design. A longitudinal survey design involves the
survey procedure of collecting data about trends with
the same population, changes in a cohort group or
subpopulation, or changes in a panel group of the
same individuals over time. Thus, in longitudinal
designs, the participants may be different or the same
people.

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TYPES OF LONGITUDINAL SURVEY
DESIGNS:

TREND STUDIES
COHORT STUDIES
PANEL STUDIES

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 QUALITATIVE RESEARCH DESIGN
There are five major types of qualitative research (phenomenology, ethnography, case study
research, grounded theory, and historical research), and the research that will be employed.
• Phenomenology – a form of qualitative research in which the researcher attempts to
understand how one or more individuals experience a phenomenon.
• Ethnography – is the form of qualitative research that focuses on describing the culture of
a group of people.
• Case Study Research – is a form of qualitative research that is focused on providing a
detailed account of one or more cases.
• Grounded Theory – is a qualitative approach to generating and developing a theory form
data that the researcher collects.
• Historical Research – research about events that occurred in the past.

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 Fundamentals of Qualitative Research

Asking the right subject

Methods of Collecting Qualitative Data
Using a Questionnaire with open ended questions
Conducting Interviews (Individual or Group)
Document/ Artifact Review
Observation
Note: once or throughout the process of change: do observation.

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 Sampling from a Population
Survey researchers typically select and study a sample from a population and generalize results
from the sample to the population.

General Types of Sampling

There are two general types of sampling: (1) probability sampling and (2) non-probability sampling.

• Probability Sampling. In probability sampling, the sample is a proportion (a certain percent) of the
population and such sample is selected from the population by means of some systematic way in
which every element of the population has a chance of being included in the sample.

• Non-Probability Sampling. In non-probability sampling, the sample is not a proportion of the

population and there is no system in selecting the sample. The selection depends upon the situation.

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Types of Probability Sampling (Techniques of Sampling)
•1. Pure Random Sampling. This type of sampling is one in which everyone in the population of the inquiry
has an equal chance of being selected to be included in the sample. This is also called the lottery or raffle type of
sampling. This may be used if the population has no differentiated levels, sections, or classes.
•2. Systematic Sampling. This is a technique of sampling in which every nth name in a list may be selected to
be included in a sample. This is used when the subjects or respondents in the study are arrayed or arranged in
some systematic or logical manner such as alphabetical arrangement, residential or house arrays, geographical
placement from north to south, etc. 
•3. Stratified Random Sampling. Stratified random sampling is the process of selecting randomly, samples
from the different strata of the population used in the study. Thus this is used when the population of the inquiry
has class stratifications or grouping either horizontally or vertically.
•4. Cluster Sampling (Multistage cluster sampling). Cluster sampling or multistage cluster sampling or simply
multistage sampling is used when the population is so big or the geographical area of the research is so large.
The general procedure is to divide the area or population into clusters or blocks and then within the final cluster
apply any of the different methods of selecting a sample. 

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 Types of Non-Probability Sampling (Techniques of Sampling)
•Accidental Sampling. In this type of sampling, there is no system of the selection but only those whom the
researcher or interviewer meet by chance are included in the sample.
•Quota Sampling. In this type of sampling, specified number of persons of certain types are included in the sample.
Suppose the reaction of the people towards a certain issue is to be determined and a cross-section of the population
must be involved. It might be decided that ten doctors, eight lawyers, fifteen businessmen, twenty vendors and twenty-
five farmers should constitute the sample.
•Convenience Sampling. Convenience sampling is a process of picking out people in the most convenient and
fastest way to immediately get their reactions to a certain hot and controversial issue.
•Voluntary Sampling. Since the subjects you expect to participate in the sample selection are the ones volunteering
to constitute the sample, there is no need for you to do any selection process.
• Purposive or Judgmental Sampling. You choose people whom you are sure could correspond to the objectives of
your study, like selecting those with rich experience or interest in your study.
•Availability Sampling. The willingness of a person as your subject to interact with you counts a lot in this non-
probability sampling method. If during the data-collection time, you encounter people walking on a school campus,
along corridors, and along the park or employees lining up at an office, and these people show willingness to respond
to your questions, then you automatically consider them as your respondents.

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RESEARCH INSTRUMENT/S
Anything that becomes a means of
collecting information for your study is
called a ‘research tool’ or a ‘research
instrument’, for example observation forms,
interview schedules, questionnaires and
interview guides.

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 Data Gathering Procedure
Information gathered using the first approach is said to be collected from primary
sources, whereas the sources used in the second approach are called secondary
sources.
Examples of primary sources include finding out first-hand the attitudes of a
community towards health services, ascertaining the health needs of a community,
evaluating a social programme, determining the job satisfaction of the employees of an
organisation, and ascertaining the quality of service provided by a worker are examples
of information collected from primary sources.
On the other hand, the use of census data to obtain information on the age–sex
structure of a population, the use of hospital records to find out the morbidity and
mortality patterns of a community, the use of an organisation’s records to ascertain its
activities, and the collection of data from sources such as articles, journals, magazines,
books and periodicals to obtain historical and other types of information, are all classified
as secondary sources.

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 Methods of Data Analysis

• Statistical Tools (SPSS)

• Content Analysis

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Content analysis means analysing the contents of interviews or observational field notes in order to identify the main
themes that emerge from the responses given by your respondents or the observation notes made by you. This process
involves a number of steps:
Step 1 Identify the main themes. You need to go carefully through descriptive responses given by your respondents to each
question in order to understand the meaning they communicate. From these responses you develop broad themes that reflect
these meanings. You will notice that people use different words and language to express themselves. It is important for you to
select the wording of your themes in a way that accurately represents the meaning of the responses categorised under a theme.
These themes become the basis for analysing the text of unstructured interviews. Similarly, you need to go through your field
notes to identify the main themes.
Step 2 Assign codes to the main themes. Whether or not you assign a code to a main theme is dependent upon whether or not
you want to count the number of times a theme has occurred in an interview. If you decide to count these themes you should, at
random, select a few responses to an open-ended question or from your observational or discussion notes and identify the main
themes. You continue to identify these themes from the same question till you have reached saturation point. Write these themes
and assign a code to each of them, using numbers or keywords, otherwise just identify the main themes.
Step 3 Classify responses under the main themes. Having identified the themes, the next step is to go through the transcripts
of all your interviews or your notes and classify the responses or contents of the notes under the different themes. You can also
use a computer program for undertaking this thematic analysis. You will benefit by learning one of these programs if your data is
suitable for such analysis.
Step 4 Integrate themes and responses into the text of your report. Having identified responses that fall within different
themes, the next step is to integrate them into the text of your report. How you integrate them into your report is mainly your
choice. Some people, while discussing the main themes that emerged from their study, use verbatim responses to keep the ‘feel’
of the responses. There are others who count how frequently a theme has occurred, and then provide a sample of the responses.
It entirely depends upon the way you want to communicate the findings to your readers.

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Thank
You
MSU-MALABANG
COMMUNITY HIGH
SCHOOL