Slide 1

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 2

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 3

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 4

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 5

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 6

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 7

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 8

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 9

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 10

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 11

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 12

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 13

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 14

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 15

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 16

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 17

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 18

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 19

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.


Slide 20

Research Methodology
• For reader assistance, have an introductory
paragraph in which attention is given to the
organization of the section in relation to the
problem and/or hypotheses.
• The main purpose of this section is to ensure the
reader can readily determine how each
question/hypothesis/sub-problem is to be handled.
Can a reasonable literate person conduct the study
as intended based on the described procedures and
methods of analysis?

Research Design
• provides a framework for the collection and
analysis of data.
 the arrangement of conditions for collection and
analysis of data in a manner that aims to
combine relevance to the research purpose with
economy in procedure.
 constitutes the blueprint for the collection,
measurement, and analysis of data.
 the plan, structure, and strategy of investigation
conceived so as to obtain answers to research
questions.

Essentials of good research design
1. It is a plan that specifies the sources and types
of information relevant to the research question.
2. It is a strategy or blueprint specifying which
approach will be used for gathering and analyzing
the data.
3. It includes both time and cost budgets.

Common research designs used by
graduate students
1. Evaluation Research Design
 Appraises quality or effectiveness of given
products, materials, procedures, programs, and
the like.
 Uses list of criteria and judgments made against
criteria are stated verbally and supported by
statistics.

2. Descriptive Research Design
 Describes phenomena associated with or
characteristics of a subject population.
 Topics can include people, places, situations,
conditions, procedures, interactions, and
undertakings about which a researcher wishes
to know more.

3. Correlational Research Design
 Identifies variables that relate to each other.
 Make predictions of one variable trait from
the other.
 Examines the possible existence of causation.

4. Experimental Research Design
• Convincingly demonstrates cause-effect
relationships.
• Manipulates or makes changes in an independent
variable, possibly producing corresponding
changes in the dependent variable.
5. Quasi-Experimental Research Design
• Shows cause and effect but less convincingly
than experimental research design because the
participants involved have not been selected at
random

6. Causal-Comparative Research Design
or Ex Post Facto Research Design
• Suggests cause and effect but even less
convincingly because the independent variable
is fixed and cannot be, or is not, manipulated
due to one of these three reasons:
i. the independent variable is fixed (gender)
ii. manipulation of the independent variable
would be unethical
iii. manipulating the independent variable
would be impractical

• The cause-effect linkage is made logically as the
research process proceeds as follows:

i. It focuses on the effect.
ii. It asks what might be causing that effect.
iii. It attempts to identify and substantiate a
plausible connection between the effect and its
cause.

 Identifies a criterion group, which is
composed of people who have been
observed, judged, or who describe
themselves as possessing a certain
characteristic that differentiates them from
others and examines the possible causes for
these differences.

Sampling Design
1. Probability Sampling
• a category of sample selection procedures in
which one can state the probability (likelihood) of
each member of the population being selected for
the sample and in which there is a constant
probability of selection for each member of the
population.

i. Random Sampling (simple random sampling)

 done in such a way that each individual in the
total population has an equal chance of being
selected.
ii. Stratified Sampling
• used when researchers want to ensure that
subgroups within the population are
represented proportionally or equally in the
sample

iii. Cluster Sampling

• involves the random selection of groups that
already exist
iv. Systematic Sampling
 done when all members of the population are
named on a master list and the sample is
drawn directly from that list.

2. Non-probability Sampling
• a sampling procedure in which the
probability of inclusion for each member of
the population cannot be specified.

i. Convenience Sampling
• uses groups of participants that simply happen
to be available

ii. Judgmental Sampling (Purposive Sampling)

• used to select certain segments of the
population for study where the researcher
uses his or her judgment as to which
segments should be included
• more appropriate for qualitative research where
making generalizations to the entire
population is not the focus

iii. Snowball (network or chain) Sampling
• begins with the identification of a few initial
participants, then the researcher asks these
participants to recommend other individuals
who meet certain criteria and who might be
interested in participating in the research study
 useful for getting started when you are unable
to identify another means of finding the
participants you want.

iv. Quota Sampling
• done when an investigator wants to do research
applicable to the population but for whatever
reason is not able to draw a sample from the
population
• the investigator intentionally constructs a sample
that seems to have the same characteristics as
the population

Size of Samples
A minimum sample size depends on the type of
research study being conducted.
• Correlational research – not less than 30
 Experimental research – not less than 15 per
group and at least 5 groups per different research
treatment
• Descriptive research – 10 to 20% of the population

for large population (5,000 or more), a sample
size of 400 will provide adequate representation.

Sample accuracy is more important than
sample size as improperly selected
sample, though large in number, can
lead to invalid conclusions. Statistical
significance becomes less likely as the
sample size becomes smaller.