1. RESEARCH
DESIGN and
METHODOLOGY
Presented by
Dr. Maria Theresa Pilapil-Pelones
Doctor in Management Human Resource Management
Associate Professor IV
Mindanao State University
http://www.pinoyalert.com
Mariatheresa_pelones@yahoo.com
Chapter 3 Research Method 1

2. WHAT IS RESEARCH DESIGN
?
 Task of defining the research
problem is the preparation of the
research project, popularly known
as the ―research design".
 Decisions regarding what, where,
when, how much, by what
means concerning an inquiry or
a research study constitute a
research design.
Chapter 3 Research Method 2

3. Meaning of research design
1 2 3
• A research • Blueprint of the • A plan or
design is the study. It guides structure of the
arrangement of the collection, investigation in
conditions for measurement order to obtain
collection and and analysis of answers to
analysis of data research
data in a questions. It
manner that outline what the
aims to researcher
combine would like to do
relevance to until the final
the research analysis of the
purpose with data
economy in
procedure.
Chapter 3 Research Method 3

4. Parts of Research Design
Sampling Observational Statistical Operational
Design design Design design
Which Which Which
deals with relates to concern the Which deals
the the question of with
methods of condition the of How the techniques
selecting under information by which the
items to be which the and data procedures
observed observation gathered are satisfied in
for the are to be to be analyzed sampling .
study. create ?
Chapter 3 Research Method 4

5. Features of Good RS
A research design appropriate for a particular research
problem, usually involves the following features.
The mean of obtaining information.
The availability and skills of the researcher and his staff,
if any.
The objective of the problem to be studied.
The nature of the problem to be studied .
The availability of time and money for the research work.
Chapter 3 Research Method 5

6. Important Concepts of RS
Dependent
Conformed
vs Extraneous Control
relationship
Independent variables variables
s
variables
Chapter 3 Research Method 6

7. Research hypothesis
 The researcher hypothesis is a predicative statement that relates
an independent variable to dependent variable.
Experimental and non-experimental hypothesis
testing
When the purpose of research is to test a research hypothesis,
it us termed as hypothesis testing research .It can be
experimental or non-experimental
Experimental and control groups
 When a group is exposed to usual conditions, it is termed as a
control group.
 But when the group is exposed to be some special condition, it
is termed as Experimental group
Treatments
 The different conditions under which Experiment and control
groups are put up usually referred to as treatment.
Experiment
 The process of examining the truth of a statistical hypothesis,
relating to some research problem, is known as an
Chapter 3 Research Method 7
Experiment.

8. Different research
design  exploratory research method are also
termed as formulative research studied.
The main purpose is that of formulate the
research problem .three methods are
In case of 1. The survey of concerning literature
Exploratory 2. The experience survey
research study 3. The analysis of ‗inside-stimulating
in case of descriptive research
study –one those studied which
in case of descriptive are concerned with describing
and diagnostic the characteristics of a particular
research Individual , or a group.
In diagnostic research study
determine the frequency which
some thing occur
In case of hypothesis- hypothesis-testing research
studies known as experimental
testing research studies are those researcher
studies tests the hypothesis of casual
relationship between variables.
Chapter 3 Research Method 8

9. Difference between
formulative= descriptive/diagnostic
 Flexible design  No flexibility
 Judgmental  Random
sampling sampling
 No pre-  Pre-determined
determined design for
design analysis
 No fixed  Advanced
decision about decisions
the operational
procedures
Chapter 3 Research Method 9

10. Research Designs/Approaches
Type Purpose Time frame Degree of Examples
control
Experimental Test for cause/ current High Comparing two
effect types of treatments
relationships for anxiety.
Quasi-experi- Test for cause/ Current or Moderate Gender differences
mental effect past to high in visual/spatial
relationships abilities
without full
control
Non- Examine Current Low to Relationship
experimental - relationship (cross- medium between studying
correlational between two sectional) style and grade
variables or past point average.
Ex post facto Examine the Past & Low to Relationship
effect of past current medium between history of
event on child abuse &
current depression.
functioning.
Chapter 3 Research Method 10

11. Research Designs/Approaches
Type Purpose Time frame Degree of Examples
control
Non- Examine Future - Low to Relationship bet
experiment relationship bet 2 predictive moderate history of
al var. where 1 is depression &
correlationa measured later. development of
l cancer.
Cohort- Examine change Future Low to How mother-child
sequential in a var. over time moderate negativity
in overlapping changed over
groups. adolescence.
Survey Assess opinions Current None or low Voting
or characteristics preferences
that exist at a before an
given time. election.
Qualitative Discover potential Past or current None or Low People‘s
relationships; experiences of
descriptive. quitting smoking.
Chapter 3 Research Method 11

12. Research Methods:
Historical Research
Chapter 3 Research Method 12

13. What is Historical Research?
Historical Research is the systematic collection
and evaluation of data to describe, explain, and
thereby understand actions or events that
occurred sometime in the past. (J.M. Fraenkel &
N.E. Wallen)
The unique characteristic of historical research is
that it focuses exclusively on past occurrences and
events.
(J.M. Fraenkel & N.E. Wallen)
Advantages Disadvantages
• It is the only research • The measures used in
method that can study other methods to control
evidence from the past. for threats to internal
• Wider range of evidence validity are simply not
than most other methods. possible in a historical
study.
• Bias
Chapter 3 Research Method 13

14. USES OF HISTORICAL
RESEARCH
1. To make people aware of what
has happened in the past so
they may learn from past
failures and successes.
2. To learn how things were done
in the past to see if they might
be applicable to present-day
problems and concerns.
3. To assist in prediction.
4. To test hypotheses concerning
relationships or trends.
Chapter 3 Research Method 14

15. MAJOR STEPS OF
HISTORICAL DESIGN
I. DEFINING THE PROBLEM
II. LOCATING RELEVANT SOURCES
Categories of Sources:
1.Documents– are written or printed materials
that have been produced in some form or
another—annual reports, artwork, bills, books,
cartoons, circulars, court records, diaries,
diplomas, legal records, newspapers,
magazines, notebooks, school yearbooks,
memos, tests , and so on.
2. Numerical records. Numerical, or quantitative,
records can be considered either as a separate
type of source in and of themselves or as a
subcategory of documents—test scores,
attendance figures, census reports, school
budgets, and the like.
Chapter 3 Research Method 15

16. MAJOR STEPS OF
HISTORICAL DESIGN
3. Oral statements– another valuable source of information for
the historical researcher lies in the statements people make
orally—stories, myths, tales, legends, chants, songs and
other forms of oral; expression have been used by people
down through the ages to leave a record for future
generations.
4. Relics- is any object whose physical or visual
characteristics can provide some information about the
past—furniture, artwork, clothing, buildings, monuments, or
equipment.
PRIMARY VERSUS SECONDARY SOURCES
Primary Source
Is one prepared by an individual who was a participant in or a
direct witness to the event being described.
Secondary Source
Is a documents prepared by an individual who was not a direct
witness to an event, but obtained his or her description of the event from
someone else. Chapter 3 Research Method 16

17. MAJOR STEPS OF
HISTORICAL DESIGN
PRIMARY SOURCE
1. A nineteenth-century teacher‘s account of what it was like
to live with a frontier family.
2. A photograph of an eight-grade graduating class in 1930.
3. Essays written by students in response to the question,
―What do you like most and least about school?‖
4. Minutes of a school board meeting taken by the secretary
of the board.
5. Songs composed by members of a high school glee club.
SECONDARY SOURCE
1. An encyclopedia describing various types of educational
research conducted over a 10-year period.
2. A magazine article summarizing Aristotle‘s views on
education.
3. A student‘s report to her counselor of why her teacher said
she was being suspended from school.
4. A book describing schooling in the New England colonies
during the 1700s.
5. A newspaper account of a school board meeting based on
oral interviews with members of the board.
Chapter 3 Research Method 17

18. MAJOR STEPS OF
HISTORICAL DESIGN
III. SUMMARIZING INFORMATION
OBTAINED FROM HISTORICAL
SOURCES
IV. THE EVALUATION OF HISTORICAL
SOURCES
External Criticism. Refers to the genuineness of
any and all documents the researcher uses.
Several questions come to mind in evaluating the
genuineness of a historical source:
 Who wrote this documents? Was the author living at that
time?
 For what purpose was the document written? For whom
was it intended? And why?
 When was the document written? Is the date on the
document accurate? Could the details describes have
actually happened during this time?
 Where was the document written? Could the details
described have occurred in this location?
Chapter 3 Research Method 18

19. MAJOR STEPS OF
HISTORICAL DESIGN
 Under what conditions was the document written? Is
there any possibility that what was written might have
been directly or subtly coerced?
 Do different forms or versions of the document exist?
Internal Criticism. Once researchers have satisfied
themselves that a source document is genuine, they need to
determine if the contents of the documents are accurate. This
involves what is known as internal criticism. Both the
accuracy of the information contained in a document and the
truthfulness of the author need to be evaluated.
With regard to the author of the document:
 Was the author present at the event he or she is
describing? In other words, is the document a primary or
a secondary source?
 Was the author a participant in or an observer of the
event?
 Was the author competent to describe the event?
Chapter 3 Research Method 19

20. Research Methods:
Descriptive Design
Chapter 3 Research Method 20

21. What Is Descriptive Research?
The descriptive research is the most popular approach used in research
project. Derived from the Latin word de meaning from and scribe
meaning write.
Descriptive research includes all studies that purport to present facts
concerning the nature and status of anything – a group of persons, a
number of objects, a set of conditions, a class of events, a system of
thought or any other kind of phenomena which one may wish to study
(Manuel and Medici).
Descriptive research is fact-finding with adequate interpretation. It is
something more and beyond just data-gathering; the latter is not
reflective thinking nor research. The true meaning of the data collected
should be reported from the point of view of the objectives and basic
assumption of the project underway.
As defined by Best (1963) – Descriptive research describes and
interprets what is. It is concerned with conditions of relationships that
exist, practices that prevail, beliefs and processes that are going on,
effects that are being felt, or trends that are developing.
Chapter 3 Research Method 21

22. What Is Descriptive Research?
Descriptive research can be either quantitative or qualitative. It can
involve collections of quantitative information that can be tabulated
along a continuum in numerical form, such as scores on a test or the
number of times a person chooses to use a-certain feature of a
multimedia program, or it can describe categories of information such
as gender or patterns of interaction when using technology in a group
situation. Descriptive research involves gathering data that describe
events and then organizes, tabulates, depicts, and describes the data
collection (Glass & Hopkins, 1984). It often uses visual aids such as
graphs and charts to aid the reader in understanding the data
distribution. Because the human mind cannot extract the full import of a
large mass of raw data, descriptive statistics are very important in
reducing the data to manageable form. When in-depth, narrative
descriptions of small numbers of cases are involved, the research uses
description as a tool to organize data into patterns that emerge during
analysis. Those patterns aid the mind in comprehending a qualitative
Most quantitative research falls into two areas: studies that describe events and studies aimed
study and its implications.
at discovering inferences or causal relationships. Descriptive studies are aimed at finding out
"what is," so observational and survey methods are frequently used to collect descriptive data
(Borg & Gall, 1989). Studies of this type might describe the current state of multimedia usage in
schools or patterns of activity resulting from group work at the computer. An example of this is
Cochenour, Hakes, and Neal's (1994) study of trends in compressed video applications with
education and the private sector. Chapter 3 Research Method 22

23. VALUES OF DESCRIPTIVE STUDIES
Descriptive studies are of great value in providing facts on which
professional judgements may be based
Descriptive studies contribute to science because they afford
penetrating insights into the nature of what are dealt with and what to
study
Descriptive studies contribute to science as they help fashion many o
It contributes to the establisment of standard norms of conduct,
behavior or performance.f the tools for and of research.
It reveals problems or abnormal conditions so that remedial measures
may be instituted. It reveals to us what we do not want, what we want
and how to acquire what we want.
It makes possible the prediction of the future on the basis of findings on
prevailing conditions, correlationsand on the basis of reaction of the
people towards certain issue.
Provides basis for decision-making.
Chapter 3 Research Method 23

24. Types of Descriptive Research
1. Descriptive Survey 2. Descriptive
Method Normative Method
•Survey derived from the Latin sur or •Describes the status of events and
super which means ―above‖ or ―view‖ people or subjects as they exist. Deals
and vey which means ―to look‖ or ―to with standardized instruments like
see‖. Survey means ―to look over or mental ability test, stress and
beyond‖. Ussually used by graduate personality questionnaire, morale and
and undergraduate students when they job satisfaction questionnaire.
attemp to analyze, interpret, and report
status od their subject matter or
problem
4. Descriptive 3. Descriptive
Evaluative Method Correlational Method
•This study judges the goodness of an •Used to determine whether or not
existing program. It is directed to there is a relationship that exist
whether or not a particular program between two or more quantifiable
achieved its goal or not. Value variables, and if there is, to what extent
judgement in terms of effectiveness, or degree the relationship is
desirability, or social validity. determined, the researcher must
identify whether such relationship is
positive (+) or negative (-) and the
degree or extent (strength) of
relationship.
Chapter 3 Research Method 24

25. Types of Descriptive Research
5. Descriptive 6. Descriptive Trend and
Assessment Method Perspective Method
•A fact-finding activity that describes •This descriptive research id based upon
coditions that exist at a particular time longitudinal consideration of recorded
such as practices and beliefs. No data, indicating what has been happening
hypothesis are preposed or tested. in the past, what the present situation
reveals, and on the basis of these data it
projects what is likely to happen in the
future.
8. Descriptive Case 7. Descriptive Ex-
study Method Post Facto Method
•A case study is an intensive and
descriptive analyss of a single subject. It • This type of research is also known
examines a social units as a whole, and as causal-comparative research of
the unit may be a single typical individual. after-the-fact research. In this
It examines a social unit as a whole, and method, the researcher is trying to
the unit may be a single typical individual, establish a causal effect between
a family, a social group, a social existing conditions.
institution, or a community.
Chapter 3 Research Method 25

26. Types of Descriptive Research
9. Descriptive Comparative Method Descriptive Comparative
Method. This method provides an
• The researcher is knowledgeable about the
operation of natural or social forceswhich maybe explanation about the extent of
obtained by watching them analytically at stated relationship between two or more
intervals in their development over a long variables. The researcher
periood of time as seen desirable and possible. examines the relationsships
Also called a genetic method. including similarities or differences
among several variables.
Advantages of Comparative Disadvantages of Comparative
Study: Study:
Intervening variables of comparative The findings of the study are very much
study can easily be noted and discerned limited because it cannot show the cause
of a change in another variable.
Research variables can easily be
selected.
Variables to be selected are likewise
Comparative results of this study can be limited.
known immediately
It is difficult to get samples which have
Comparative method is easily conducted. the same characteristics or attributes.
Chapter 3 Research Method 26

27. Research Methods:
Experimental Design
Chapter 3 Research Method 27

28. problem solving can be a basic, a research used to find out
1
2
3
4
approach that applied, or wherein a what caused the
the study is developmental researcher change in the
described in the research manipulates and characteristics
future on what controls one or or behavior of
will be when more the subjects and
variables are independent what change or
carefully variables for effect has been
controlled or variation made then
manipulated concomitant to
the manipulation
of the
dependent
variable
Chapter 3 Research Method 28

29. Control group –
not exposed to
the same factor
to which
Experimental experimental
group – exposed group is exposed
to the influence to, or it receives
of a factor a different
- an intervention treatment, or it is
or treatment left to its usual
under way of doing
consideration things
Chapter 3 Research Method 29

30. Experimental design involves the 7 Ms
Manpower
Money
Methods
Materials
Machinery
Moment of time
Marketing
Chapter 3 Research Method 30

31. • Also known as one shot
case study Experimental Group O1 X O2
• involves just one group of
subjects which is exposed
to an intervention or
treatment. After sometime
it is given a posttest or is • As to posttest-only, this
subject for observation. design is without a control
Posttest only group.
• However, a pretest or baseline
design observation (O1) which allows
the investigator to determine
the effects of the treatment by
Experimental Group X O comparing pretest and posttest
(O2) results.
The one-group pretest-
posttest design
Chapter 3 Research Method 31

32. • It has a control or • this design involves the
comparison group. random assignment of
• Experimental group is subjects from a single
exposed to an intervention or population the experimental
treatment (X) which is and the control groups.
derived of the control group. • this two groups receive initial
• After some time the observations or pretests (O1 &
experimental group and the O3) and posttest (O2 & O4) to
control group are observed determine the differences.
The static-group The pretest-posttest
comparison design control group design
Experimental Group X O R Experimental Group O1 X O2
Control Group O R Control Group O3 O4
Chapter 3 Research Method 32

33. • Involves both the • The subjects are randomly
experimental and the control assigned to four groups.
groups which were created • Two groups are experimental
through random assignment and the other two groups are
(R) subjects from a study control groups.
population. • One experimental group and
• both are not given pretest; both one control group is subject to
receives posttest after the pretest, and all four are subject
experimental group has been to posttest.
exposed to intervention or
treatment The Solomon four-group
The posttest-only control design
group design
R Experimental Group X O1 R Experimental Group
O1 X O2
O2 R Control Group O3 O4
R Control Group
R Experimental Group X O5
R Control Group O6
Chapter 3 Research Method 33

34. • involves two groups which • involves two groups, the
are the experimental and the creation of which was done by
control groups. a random selection (R) of
samples.
• like pretest-posttest control
group design both experimental • one group is subject to a
and control group undergo baseline pretest (O1), and
pretest and posttest, the only another group is used for the
difference is that, in this design posttest measurement (O2).
the assignment of subjects into
these groups is not done
randomly Separate Sample pretest-
The non-equivalent posttest group design
control group design
Experimental Group O1 X O2 R Pretest Group
O1 X
Control Group O3 X O4 R Posttest Group
O2 X
Chapter 3 Research Method 34

35. • an improvement of the one-
group pretest-posttest design
because it has the advantage of
repeated observations before
and after the intervention or
treatment has been introduced
to the study group.
• the more number of pretest and
posttest the better it will be for
study.
The time-series design
Experiment
al Group O1 O2 O3 O4 X O 5 O6 O7 O8
Chapter 3 Research Method 35

36. 7. Selecting or constructing
appropriate instruments to
measure the results of the
experiment
8. Conducting the experiment
1. Determining the  History
experimental problem  Maturation
or topic  Testing
2. Surveying related  Biases in the selection of
literature and studies the respondents
3. Formulating the  Experimental mortality
 Interaction effects
hypothesis or
9. Measuring the results and
hypotheses applying statistical
4. Identifying the procedures
experimental variables 10. Writing the reports of the
5. Select the appropriate experiment
experimental design
6. Selecting the sample
Chapter 3 Research Method 36

37. Counterbalanced or
Latin square design
Complete
Randomized
Single – group design
Design (CRD)
Randomized
Complete
Two – group design
Block Design (RCBD)
Two – pair group Correlational Design
design
Pre-test – Post-test
Parallel – group
design
design
Chapter 3 Research Method 37

38. Single – group design Involves a single treatment with
two or more levels.
TABLE 5. 1 Effect of fish meal as supplemental
Suppose a
feed upon the Yield of Mudcrab (S. serrata)
researcher wishes to Cultured in the Fishpond
study on the effect of
fish meal as Fish Meal Yield of Mudcrub (S. serrata)
supplemental feed Treatment (kg)
upon the yield of (T) Replication
mudcrab cultured in
the fishpond. In this
experimental study, T1 (5%) 1 2 3
fish meal is subjected T2 x x x
to single treatment (10%) x x x
with different levels T3 x x x
such us 5%, 10%, and (15%)
15% based on the
body weight of
mudcrab.
Chapter 3 Research Method 38

39. Single – group design TABLE 5.2 Effectiveness of Teaching
English using Three Methods to
Single Group of Fisheries Students
as Subjects of State Universities and
Colleges (SUC) in Region 9 (Western
Methods of Teaching English
Mindanao)
Method Method
Method Two Methods of Teaching English
Subjects One Three
Score (X2)
Score (X1) Score (X3)
Method Method Method
Subject
1 X X X One Two Three
s
2 X X X Score (X1) Score (X2) Score (X3)
3 X X X 16 X X X
4 X X X 17 X X X
5 X X X 18 X X X
6 X X X 19 X X X
7 X X X 20 X X X
8 X X X 21 X X X
9 X X X 22 X X X
10 X X X 23 X X X
11 X X X
24 X X X
12 X X X
25 X X X
13 X X X
14 X X X
15 X X X
Chapter 3 Research Method 39

40. Two comparable groups are employed
Two – group design as experimental and control groups or
two comparable groups are both
experimental groups.
TABLE 5.3 Group rate of cultivating
Eucheuma using Broadcasting (Control
An investigator wants to
group) and Lantay (Experimental group)
conduct a study on the
Methods
growth rate of cultivating
Eucheuma using Broadcasting Lantay
broadcasting and Research
Method Method
lantayan method. (Control (Experimental
Stations
Group) Group)
Broadcasting Method of
kg kg
cultivating Eucheuma is
1 X X
the control group
because this method has 2 X X
been practiced or existed 3 X X
for quite a long time. 4 X X
Lantayan Method is the 5 X X
experimental group 6 X X
because this method is 7 X X
novel or new.
8 X X
9 X X
10 X X
Chapter 3 Research Method 40

41. TABLE 5.4 (Both Experimental groups) on
Two – group design the Flavor Acceptability of Milkfish and
Goatfish Luncheon Meat (Fictitious Data)
Flavor Acceptability
Panelists Milkfish Goatfish
Luncheon Meat Luncheon Meat
A researcher
1 9 8
wishes to conduct a study
2 8 8
on the acceptability of
milkfish offal and goatfish 3 9 8
offal into luncheon meat. 4 8 8
The two 5 8 8
comparable groups are 6 8 8
both experimental groups 7 9 9
because no study yet has 8 8 8
been conducted on the
9 8 8
utilization of offal from
10 9 8
boneless and goatfish
tapa into fish value added 11 9 8
product, luncheon meat. 12 8 8
13 9 9
14 8 8
15 8 8
Chapter 3 Research Method 41

42. Two – group design
Milkfish Luncheon Meat Goatfish Luncheon Meat
X = ∑fx = 126 X = ∑fx = 121
∑f 15 ∑f 15
X = 8.4 (like very much) X = 8.07 (like very much)
Chapter 3 Research Method 42

43. An elaboration of the two – group design
Two – pair group design wherein there are two control groups
and two experimental groups.
TABLE 5.5 Acceptability of Canned Milkfish Bone
Meal in Salmon and French Styles with and without
Sea Vegetable
A researcher wishes to
study acceptability of
canned milkfish bone meal Canned Milkfish Bone Meal
in Salmon and French Control Group
Experimental Group
styles with and without sea Panelist (Without Sea
(With Sea Vegetable)
vegetable. s Vegetable)
1 1
2 2
Salmon Salmon
The pair of control groups Style
French Style
Style
French Style
are canned milkfish bone
1 X X X X
meal in Salmon and French
styles without sea 2 X X X X
vegetable. 3 X X X X
4 X X X X
The pair of experimental 5 X X X X
groups are canned milkfish 6 X X X X
bone meal in Salmon and 7 X X X X
French styles with sea 8 X X X X
vegetable.
to X X X X
23 X X X X
Chapter 3 Research Method 43

44. Two – pair group design
TABLE 5.6 Effectiveness of Teaching Literature Using
Two Conventional Methods (Control) and Two Modern
Methods (Experimental) to Computer Students in
Region VI
Methods of Teaching Literature
Conventional Methods Modern Methods
Students
A B C D
Scores (XA) Scores (XB) Scores (XC) Scores (XD)
1 X X X X
2 X X X X
3 X X X X
4 X X X X
5 X X X X
6 X X X X
7 X X X X
8 X X X X
9 X X X X
10 X X X X
to X X X X
25 X X X X
Chapter 3 Research Method 44

45. Two or more groups are used as the
Parallel – group design same time with only a single variable
(control group) manipulated or
changed. The experimental group
varies while the parallel group serves
as control for comparative purposes.
TABLE 5.7Acceptability of Canned Commercial
Liver Spread, Milkfish Bone Meal Spread and •A researcher wishes to
Goatfish Bone Meal Spread
determine the
Canned Commercial Liver Spread & Fish Bone Meal Spread acceptability of canned
Panelists
Control Group Experimental Groups commercial liver spread
Commercial Milkfish Goatfish and milkfish bone
1 X X X spread and goatfish
2 X X X bone meal spread.
3 X X X •The control group is the
4 X X X canned commercial
5 X X X liver spread.
6 X X X •The experimental
7 X X X groups are milkfish
8 X X X bone meal and goatfish
9 X X X bone meal spread.
to X X X
24 X X X
Chapter 3 Research Method 45

46. Parallel – group design
TABLE 5.8 Effectiveness of Teaching Mathematics Using
Traditional and Two Modern Approaches
Approaches of Teaching Mathematics
Control 11 X X X
Experimental Groups
Group 12 X X X
Modern Approaches
Studen Traditional
13 X X X
ts B C
A 14 X X X
Scores Scores
Scores (XA)
(XB) (XC) 15 X X X
1 X X X 16 X X X
2 X X X 17 X X X
3 X X X 18 X X X
4 X X X 19 X X X
5 X X X 20 X X X
6 X X X 21 X X X
7 X X X 22 X X X
8 X X X 23 X X X
9 X X X 24 X X X
10 X X X 25 X X X
Chapter 3 Research Method 46

47. Counterbalanced or -Also called “rotation design”
Latin square design -Involves an exchange of two or more treatments
taken by the subjects during the experiment.
- arrangement employed is Latin Square in
which each variable is a form of square
occurring once in each row or column.
TABLE 5.9 Culturing - also called quasi-experimental design
of Grouper Using Four
Supplemental Feeds to An investigator wishes to determine
Four Fish Cages the effectiveness of culturing grouper (lapu-
lapu) using four different supplemental feeds to
four different fish cages.
FC1 FC2 FC3 FC4 The first treatment combination
consists of SF1, FC1 and G1, second combination
SF1 G1 G2 G3 G4 is SF2, FC2 and G2 and so on.
SF stands for Supplemental Feed
SF2 G2 G3 G4 G1 FC – Fish Cage
G – Grouper (lapu-lapu)
SF3 G3 G4 G1 G2
SF4 G4 G1 G2 G3
Chapter 3 Research Method 47

48. Counterbalanced or
Latin square design P1 P2 P3 P4
•A researcher wants to M1 S1 S2 S3 S4
determine the TABLE 5.10
effectiveness of the Teaching
four methods of Biology Using M2 S2 S3 S4 S1
teaching Biology taught Four Methods of
by four professors to Teaching by M3 S3 S4 S1 S2
four groups of Four Professors
students. Each M4 S4 S1 S2 S3
professor is required to
use each method of
instruction.
•The first treatment
consist of M1, P1, S1,
Note: “S4” is the diagonal in a square
second is M2, P2, S2 and and it appears in each position from the
so on. position to the forth method
M stands for method
P for professor
S for student
Chapter 3 Research Method 48

49. Complete Randomized - A group of test plants or animals is
Design (CRD) studied only once but subsequent
treatment is applied to determine the
cause of change
- there is no control in this design but
•A researcher wants to the subjects will undergo
determine if there is a randomization procedures.
significant difference in the
treatment of bread meal as TABLE 5.11 Teaching Biology
supplemental feed upon the
Using Four Methods of Teaching by
yield of mudcrab cultured in
the fishpond. Four Professors
% Supplemental Sampling
•He uses 500 pieces of
Feed
mudcrab fingerling and five 1 2 3
Per Compartment
compartments in the pond.
The 500 fingerlings are placed 1 (3%) X X X
at random, 100 pieces each 2 (5%) X X X
compartment.
3 (7%) X X X
•The weight of mudcrab 4 (10%) X X X
should be observed carefully 5 (15%) X X X
and ecological parameters
should be considered.
Chapter 3 Research Method 49

50. Randomized Complete - uses a group of test plants and animals as
Block Design (RCBD) subjects of the study which are studied once
but subsequent treatments applied are
replicated to determine the cause of change.
- there is control in this design and the
subjects will undergo randomization process
The researcher TABLE 5.12Culturing Abalone (Haliotis asinina) in
wishes to determine Fish Cages Using Fish Meal, Shrimp Meal, and Fish
Silage as Supplemental Feeds
the effectiveness of
culturing abalone in Replications
Supplemental
fish cages using fish
Feed 1 2 3
meal, shrimp meal,
and fish silage as Fish Meal X X X
supplemental feeds.
Each supplemental Shrimp Meal X X X
feed is replicated Fish Silage X X X
thrice. In other words
there are nine fish
cages in all in
culturing of abalone.
Chapter 3 Research Method 50

51. - used to determine the relationship of
Correlational design two dependent variables, X and Y, on how
they are manipulated by the independent
variable.
The investigator wishes to determine TABLE 5.13 Culturing Milkfish
the weight and length relationship of on the Fishpond Using Fish
milkfish cultured in the fishpond using Silage as Supplemental Feed
fish silage as supplemental feed.
Weight (X) Length (Y)
Milkfish
(grams) (centimeters)
Fish silage is the is the independent 1 X X
variable 2 X X
Weight and Length of milkfish are the 3 X X
dependent variables 4 X X
5 X X
Therefore, the weight and length of 6 X X
milkfish is dependent on the feed used. 7 X X
Independent Dependent 8 X X
Variables Variables 9 X X
10 X X
Supplemental
Weight (X) 11 X X
Feed
Length (Y) 12 X X
(Fish Silage)
Chapter 3 Research Method 51

52. Involves the experimental group
Pre-test – Post-test and the control group which are
design carefully selected through
randomization procedures. Both
groups are given pretest at the
beginning of the semester and
TABLE 5. 14 Effect of Traditional and posttest at the end of the semester.
Modern Methods of Teaching - The control group is isolated from
Mathematics all experimental influence.
Post-
Pre-test
test
Mean An investigator wishes to determine the
Mean effect of traditional and modern methods
(X1)
Method of Teaching (X2) of teaching Mathematics.
He takes two groups which are carefully
Traditional X X chosen through randomization
(Control Group) procedures.
Modern X X Control group will undergo the traditional
method and the experimental group will
(Experimental Group) undergo the modern method of teaching
Mathematics.
Both the control and experimental groups
are given pre-test at the beginning and
post-test at the end of the semester.
Chapter 3 Research Method 52

53. - intensive investigation of a
particular individual,
- a problem solving institution, community, or
technique wherein the any group considered as a
study is described from unit which includes the
past, present, and future. developmental, adjustment,
remedial, or corrective
procedure that suitably
follows the diagnose of the
- usually applied by causes of maladjustment or
guidance counselors, of favorable development.
midwives, nurses,
physicians, psychologists,
and educators.
Chapter 3 Research Method 53

54. Recognition and
determination of the
status of the
phenomenon to be
investigated
Subsequent follow-up
Collection of data
to determine the
related to the factors
effectiveness of the
or circumstances
corrective or
associated with the
developmental
given phenomenon
measures applied
Diagnosis or
identification of
Application of
casual factors as
remedial or
basis for remedial or
adjustment measures
developmental
treatment
Chapter 3 Research Method 54