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Quantitative Research Design Overview

Module II discusses quantitative research designs, outlining the procedures for conducting studies and the importance of objectivity in measurement. It categorizes designs into experimental (true experimental, quasi-experimental, single-subject) and non-experimental (descriptive, comparative, correlational, survey, ex post facto, secondary data analysis), each serving different research purposes. The document emphasizes the significance of understanding these designs to investigate cause-and-effect relationships and describe phenomena accurately.
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0% found this document useful (0 votes)
17 views3 pages

Quantitative Research Design Overview

Module II discusses quantitative research designs, outlining the procedures for conducting studies and the importance of objectivity in measurement. It categorizes designs into experimental (true experimental, quasi-experimental, single-subject) and non-experimental (descriptive, comparative, correlational, survey, ex post facto, secondary data analysis), each serving different research purposes. The document emphasizes the significance of understanding these designs to investigate cause-and-effect relationships and describe phenomena accurately.
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© All Rights Reserved
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Module II: Quantitative Research Designs

Research Design
A research design describes the procedures for conducting the study, including when, from
whom, and under what conditions the data will be obtained. In other words, the research
design indicates the general plan: how the research is set up, what happens to the subjects, and
what methods of data collection are used.
Quantitative Research Designs
Quantitative research designs emphasize objectivity in measuring and describing phenomena.
As a result, the research designs maximize objectivity by using numbers, statistics, structure,
and control. A very importation subclassification of quantitative research design is
experimental/non-experimental.
Experimental Designs
In an experimental research design, the researcher intervenes with a procedure that
determines what the subjects will experience. In other words, the investigator has some control
over what will happen to the subjects by systematically imposing or withholding specified
interventions. The researcher then makes comparisons either (1) between subjects who have
had and others who have not had the interventions or (2) between subjects who have
experienced different interventions. An experimental design also has a particular purpose in
mind: to investigate cause-and-effect relationships between interventions and measured
outcomes.
1. True Experimental (includes random assignment of participants)
The unique characteristics of a true experimental design is that there is random assignment of
subject to different groups. With random assignment, every subject used in the study has an
equal chance of being in each group. This procedure, when carried out with a large enough
sample, helps ensure that there are no major differences between subjects in each group
before intervention begins. This enables the researcher to conclude that the results are not due
to differences in characteristics of the subjects or to most extraneous events.
2. Quasi-experimental (no random assignment) random assignment means the same
chance of being in different groups.
A quasi-experimental design approximates the true experimental type. The purpose of the
method is the same – to determine cause and effect – and there is an intervention controlled
by the experiments. However, there is no random assignment of subjects. A common situation
for implementing quasi-experimental research involves several classes or schools that can be
used to determine the effect of curricular materials or teaching methods. The classes are intact,
or already organized for an instructional purpose. The classes are not assigned randomly and

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have different teachers. It is possible, however, to give an intervention to some of the classes
and treat other classes as the “control group.”
3. Single-Subject (one or a few participants)
Single-subject designs offer an alternative by specifying methods that can be used with a single
individual or just a few subjects and still allow reasonable cause-and-effect conclusions. Similar
to quasi-experimental research there is an intervention but not random assignment.

Non-experimental Designs (no active or direct intervention)


Non-experimental designs describe phenomena and examine relationships between different
phenomena without any direct manipulation of conditions that are experienced. There are six
types of non-experimental designs: descriptive, comparative, correlational, survey, ex post
facto, and secondary data analysis.
1. Descriptive (simple quantitative summary)
A descriptive design simply provides a summary of an existing phenomenon by using numbers
to characterize individuals or groups. It assesses the nature of existing conditions. The purpose
of most descriptive research is limited to characterizing something as it is.
2. Comparative (differences between groups)
In a comparative design, the researcher investigates whether there are differences between
two or more groups on the phenomena being studied. As with descriptive designs, there is no
intervention; even so, the comparative approach takes descriptive studies a step further. For
example, rather than simply describe pupils’ attitudes toward discipline, a comparative study
could investigate whether attitudes differ by grade level or gender. Another example would be
to compare the grades of athletes and nonathletes. Often, comparative modes of inquiry are
used to study relationships between different phenomena, for example, the relationship
between participation in athletics (yes or no) and grade-point average.
3. Correlational (a relationship between phenomena)
Correlational research is concerned with assessing relationships between two or more
phenomena. This type of study usually involves a statistical measure of the degree of
association between the variables of interest. A positive correlation means that high values of
one variable are associated with high values of a second variable. The relationship between
height and weight, between IQ scores and achievement test scores, and between self-concept
and grades are example of positive correlation. A negative correlation or relative means that
high values of one variable are associated with low values and heart failure, between successful
test performance and a feeling of incompetence, and between absence from school and school
achievement.

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4. Survey (information collected from the groups)
In a survey research design, the investigator selects a sample of subjects and administers a
questionnaire or conducts interviews to collect data. Surveys are used frequently in educational
research to describe attitudes, beliefs, opinions, and other types of information. Usually, the
research is designed so that information about a large number of people (the population) can
be inferred from the response obtained from a smaller group of subjects (the sample).
5. Ex Post Facto (intervention from the past)
An ex post facto design is used to explore possible causal relationships among variable that
cannot be controlled by the researcher. The investigator designs the study to compare two or
more samples that are comparable except for a specified factor that occurred in the past. The
possible causes are studies after they have occurred. Rather than control what will happen to
subjects, as in experimental designs, the research focuses on what has happened differently for
comparable groups of subjects, then explores whether the subjects in each group are different
in some way. For example, an important question concerning day care for children is the
relative effect the type of day-care program may have on school readiness. Some day-care
programs are more academic that others. Because it would be very difficult to determine
experimentally the type of day care a child-care facility. The subjects would be given a school
readiness test to see whether those who attended a highly academically oriented day-care
facility differ from children who attended a less academically oriented day-care facility.
6. Secondary Data Analysis (using existing databases)
Often, researchers have access to data that others have gathered and conduct analyses using
these data. This type of research design is called secondary data analysis. Secondary analysis is
becoming more popular as large federal and state data sets are released to the public.

Reference
McMillan, James, H., and Schumacher, Sally (2010). Research in Education Evidence-based
Inquiry, 7th Ed., New Jersey: PEARSON

Common questions

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Non-experimental research designs involve observing phenomena without the direct manipulation of variables, focusing on description, comparison, and correlation. In contrast, experimental research designs involve the manipulation of variables to assess causal relationships and typically include interventions and control groups, providing more structured environments for data collection .

Survey research design is best suited for questions that seek to understand attitudes, beliefs, opinions, or other descriptive information about a population. This design allows for the collection of data from a sample that can be generalized to a broader population, facilitating understanding of public perceptions or demographic characteristics .

An ex post facto study cannot determine causal relationships as effectively as an experimental study because it lacks control over variables and involves examining conditions after they have occurred, which makes it difficult to establish causality as reliably as experimental designs that manipulate variables under controlled conditions .

A researcher might opt for a single-subject design over a true experimental design when dealing with unique subjects or cases where large sample sizes are unavailable or unethical. The advantages include detailed examination of individual changes over time and the flexibility to assess specific interventions on scarce populations, which may not be feasible in larger, randomly assigned groups .

The advantages of using secondary data analysis include access to large datasets that would be expensive and time-consuming to collect independently, and the ability to conduct research without the need for primary data collection. Limitations include the lack of control over data quality and the potential for outdated or irrelevant information, as the data was originally collected for different research purposes .

Correlational research differs from experimental research in its inability to establish cause-and-effect relationships. While correlational studies assess the degree of association between variables, they do not involve manipulation of variables to determine causal links. Experimental research, however, involves the manipulation of variables and the control of conditions, enabling the investigation of direct cause-and-effect relationships .

A true experimental design ensures the validity of its results by incorporating random assignment of subjects to different groups, which helps ensure that any differences between groups are due to the intervention rather than pre-existing differences among participants. This contrasts with quasi-experimental designs where random assignment does not occur, potentially allowing pre-existing differences to influence outcomes .

Descriptive research contributes to the understanding of existing conditions by providing quantitative summaries that characterize individuals or groups. Its limitations lie in its inability to identify cause-and-effect relationships or to influence conditions actively. It is restricted to observing and summarizing phenomena as they are, without manipulation .

In both single-subject and quasi-experimental designs, interventions are implemented without random assignment of participants. They focus on the application of treatments or manipulations and gather data to infer causal relationships, but they lack random assignment, making them similar in their approach to controlling interventions while differing from true experimental designs .

Control groups in quasi-experimental research serve as a benchmark for comparison to the treatment groups, allowing researchers to attempt to infer the effect of an intervention by comparing outcomes between groups. Despite the lack of random assignment, which can introduce bias, control groups help identify whether differences in outcomes may be attributed to the intervention rather than other variables .

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