Types of

Quantitative
Research Designs
 QUANTITATIVE RESEARCH
DESIGN
TRUE CROSS-
EXPERIMENTAL SECTIONAL
DESCRIPTIVE NON-
EXPERIMENTAL
EXPERIMENTAL

QUASI ACCORDING
ACCORDING
EXPERIMENTAL TO PURPOSE TO TIME

SURVEY CORRELATIONAL
LONGITUDINAL
TRUE EXPERIMENTAL Aims to determine casual
relationship among variables
Variables
manipulation Relies on statistical analysis to
approve or disprove a hypothesis
Random selection
of participants Considered as the most accurate
type of experimental design
Conducted in a
controlled setting Maybe conducted with or
without a pre-test
Intervention is
present Involves a control group and a test
group
 The Effect of Classical Music on
TRUE EXPERIMENTAL Academic Performance of Students

Constant/ Intervention Classical Music

Regular
Manipulation
of Variables

Control Group Test/Experimental

Group
No
intervention NO music Frequency Music Volume
 The Effect of Classical Music on
TRUE EXPERIMENTAL Academic Performance of Students

NO music Classical Music

Control Group Test/Experimental

Group

Playing Classical music while studying has

a positive effect on the students’
academic performance
QUASI- EXPERIMENTAL
Aims to determine casual
Variables relationship among variables
manipulation
Bears resemblance to true
experimental research (but different)

Conducted in a
controlled setting Participants are not randomly assigned

Involves conduct of pre-test and

Intervention is post-test
present
 Reading Intervention Program as
QUASI- EXPERIMENTAL aid for students with Low-level
Comprehension

Pre-Test Reading Comprehension Test

 Reading Intervention Program as
QUASI- EXPERIMENTAL aid for students with Low-level
Comprehension

Intervention Reading Comprehension Test

Manipulation of
Variable

Duration of the Teaching strategy Reading activities Schedules

Program used given
 Reading Intervention Program as
QUASI- EXPERIMENTAL aid for students with Low-level
Comprehension

Post-Test Reading Comprehension Test

Reading Intervention
Program is effective in
improving reading
comprehension of students
Reading Intervention with low-level
Program comprehension.
 Reading Intervention Program as
QUASI- EXPERIMENTAL aid for students with Low-level
Comprehension

Post-Test Reading Comprehension Test

Reading Intervention Program is

effective in improving reading
comprehension of students with
low-level comprehension.

Reading Intervention Program

Direction. Fill in the Venn Diagram by the difference of
True Experimental and Quasi-Experimental and in the
middle is their similarities.

True Experimental Quasi- Experimental

 QUANTITATIVE RESEARCH
DESIGN
TRUE CROSS-
EXPERIMENTAL SECTIONAL
DESCRIPTIVE NON-
EXPERIMENTAL
EXPERIMENTAL

QUASI ACCORDING
ACCORDING
EXPERIMENTAL TO PURPOSE TO TIME

SURVEY CORRELATIONAL
LONGITUDINAL
DESCRIPTIVE NON-EXPERIMENTAL 1. ACCORDING TO PURPOSE

Make use of
1. SURVEY RESEARCH
questionnaires,
interviews and
surveys
Done to gather
evidence on people’s
knowledge, opinions,
Variables are NOT
attitudes and values on
controlled/manipulated
various and concerns

NO intervention is
applied
 DESCRIPTIVE NON-EXPERIMENTAL ACCORDING TO PURPOSE

1. SURVEY RESEARCH N
O YES 2700 out of 3,600 (75%)

Are you in I
NO 900 out of 3,600 (25%)
RESPONSIBILITIES: N
favor of mass
testing? T
Record and tally E
the responses R
V
E
Analyze and
N
interpret tallied T
data I Conclusion:
O
Come up with N
conclusions Majority (75%) is in favor; therefore Group
A is in favor of mass testing
DESCRIPTIVE NON-EXPERIMENTAL 1. ACCORDING TO PURPOSE

2. CORRELATIONAL Does NOT aim to

RESEARCH determine cause
and effect
relationships
Seeks to interpret the
degree of relationship
between two or more
Variables are NOT
variables using
controlled/manipulated
statistical data

NO intervention is
applied
 DESCRIPTIVE NON-EXPERIMENTAL 1. ACCORDING TO PURPOSE

2. CORRELATIONAL Ho: There is no significant relationship between online

RESEARCH gaming and critical thinking
N
Determining the Influence O
of Online Gaming to
Critical Thinking of I
Students N
T
RESPONSIBILITIES: Given by instrument to
Apply correct E
R assess
statistical
 Gather V Online gaming
treatment E
needed data habits
N
 Analyze and T Critical thinking
I level
Reject or accept interpret
O Critical
=
Online
the hypothesis treated data N gaming Thinking
DESCRIPTIVE NON-EXPERIMENTAL 2. ACCORDING TO TIME

1. CROSS-SECTIONAL Focuses on the same

set of variables

Involves gathering data Comparisons are made

at a single point in time across variables of
interest
Identifying the Spending
Trends between Men and
Women in their 30’s.

Women tend to spend more

money than men
DESCRIPTIVE NON-EXPERIMENTAL 1. ACCORDING TO TIME

2. LONGITUDINAL
Collects data from Done for the purpose of
the present and comparing data sets
Data is collected at again in the future
multiple points in time

The Effect of the Use of Anti-Retroviral Medicines as

Maintenance Drug for HIV positive patients
1st Month 4th 10th 16th 22nd 28th
Month Month Month Month month
HIV viral 1,500 1, 000 700 300 100 0
load
undetectable
Remember!
As researchers, It is important to become
familiar with the different types of
Quantitative research designs as this
knowledge will help us to determine the best
research design to use depending on our
research objectives
Do this!
ACCORDING TO TIME

1. CROSS-SECTIONAL 2. LONGITUDINAL
Do this!
EXPERIMENTAL NON-EXPERIMENTAL
Do this!
ACCORDING TO TIME

1. CROSS-SECTIONAL 2. LONGITUDINAL

observational
Compare data
No intervention
No variable
manipulation
Do this!
EXPERIMENTAL NON-EXPERIMENTAL

Involve numeric
date
Compare data
No intervention
No variable
manipulation