It is a plan structured and strategy of investigation of answering the research question. It is a over all plan or blue print, the researcher select to carry out their study.

 To provide answer to research question.  To control the variants.

1.Subject – individual who take part in study or who will be observed in the study. 2.Variables – focus of study. 3.Time – frequency (how often, when observation done) 4.Setting – natural or laboratory setting 5.Investigator role – in some condition unobtrusive, or allocate participant to different condition

QUANTITATIVE QUALITATIVE CASE STUDY GROUNDED THEORY PHENOMENOLOGICAL ETHENOGRAHIC HISTORICAL RESEARCH EXPERIMENTAL NON-EXPERIMENTAL TRUE EXPERIMENTAL QUASI EXPERIMENTAL PRE EXPERIMENTAL DESCRIPTIVE RELATIONSHIP SURVEYS CAUSE-COMPARATIVE PREDICTIVE DEVELOPMENTAL

1.QUANTITATIVE  It involves the systematic collection of numerical information often under the condition of considerable control.  statistical analysis become more objective in nature. 2. QUALITATIVE  It involves the systematic collection of subjective information often under the condition of minimum control.  statistical analysis become more subjective in nature.

SR. NO. QUANTITATIVEQUALITATIVE 1.Focus on specific conceptFocus on entire phenomena 2.Begins with preconceive thought about how the concept are related Begins with preconceive thought but gives more stress on people interpretation 3Use structured procedure and formal instrument to collect data No Use of structured procedure and formal instrument to collect data 4.Collect information under condition of control Minimal control 5.ObjectivitySubjectivity 6.Focus on small groupFocus on large group 7.More time in processing of dataMore time in selection of subject and study

 QUANTITATIVE 1.EXPERIMENTAL - It establishes the cause and effect relationship. ESSENTIAL CHARACTERSTICS OF EXPERIMENTAL RESEARCH DESIGN RANDOMIZATION CONTROLMANIPULATION

 participant being assigned to either receive (exp. Group) or not receive (control group).  METHODS- 1.Lottery method 2.Tossing a coin 3.Random number table RANDOMIZATION

 It is the process of maneuvering the intervention, so that its effect on the dependent variable can be observed / measure. MANIPULATION

 It refers to a group of subjects, whose performance is used to evaluate the performance of exp. Group on same D.V  it is for elimination of bias CONTROL

1.TRUE EXPERIMENTAL DESIGN 1.1 classic exp. Design / pre test-post test control group design R O1 x O2 (exp. Group) R O1 O2 (control group) TYPES OF EXPERIMENTAL RESEARCH DESIGN

1.2 post test only control group design R x O2 (exp. Group) R O2 (control group) 1.TRUE EXPERIMENTAL DESIGN

1.3 Solomon four group design R O1 x O2 (exp. Group) R O3 O4 (control group) R x O5 (exp. Group) R O6 (control group) 1.TRUE EXPERIMENTAL DESIGN

2.1 Non equivalent control group design R O1 x O2 (exp. Group) R O1 O2 (control group) 2. QUASI EXPERIMENTAL DESIGN In this design full exp. Control but usually randomization is not possible

2.2 Time series design R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group) 2. QUASI EXPERIMENTAL DESIGN

2.2 Multiple Time series design R O1 O2 O3 O4 x O5 O6 O7 O8 (exp. Group) R O1 O2 O3 O4 O5 O6 O7 O8 (control grp) 2. QUASI EXPERIMENTAL DESIGN

3.1 One shot case study design R ---- x O2 (exp. Group) 3. PRE - EXPERIMENTAL DESIGN This design, fail to include a control and randomization.  A single group is often studied but no comparison

3.2 One group pre test-post test design R O1 x O2 (exp. Group) 3. PRE - EXPERIMENTAL DESIGN

 QUANTITATIVE 2. NON-EXPERIMENTAL - a) No treatment or No intervention. b) does not determine cause and effect. c) mainly examine the present situation.

2.1 DESCRIPTIVE DESIGN a) Intended to describe. b) Effective when the area has been previously studied. c) describe achievement, attitude, behavior or other characteristic of a group. d) does not involve manipulation of variable (I.D) use - provide data for initial investigation of an area. Imp. Issue- cannot make conclusion about relationship studied. Typical analysis – graph, charts, table EX- how much do college students exercise? What do teachers think about merit pay?

2.2 RELATIONSHIP STUDIES a) Investigate the degree to which variation in one variable related to variation in another variable. b) mainly it shows the relationship between variables. Typical analysis – correlation EX- What is the relationship between leadership style and tenure as a leader? Age and weight?

2.3 PREDICTIVE STUDIES a) It allow us to calculate the value of one variable (criterion variable) based on value of another variable (predictive variable) b) it allow us to make estimate Typical analysis – Regression EX- Which high school applicants should be admitted to college?

2.4 SURVEY DESIGN a) very popular method b) mostly used in descriptive studies. c) it is used to learn about attitude, belief, opinion, behavior etc. d) data collection method may be vary but they must be standardized. Advantages Verasality Efficiency Generalization Cost effectiveness Small sample provide reliable result

2.5 CAUSE-COMARATIVE STUDIES a) beyond relationship it describe cause and effect. b) it divide into 2 types 1.Ex post facto Applied when seeking cause and effect relationship but cannot do experiments. Ex what is the effect of day care on social skill of children? 1.Ex post facto Applied when seeking cause and effect relationship but cannot do experiments. Ex what is the effect of day care on social skill of children? 2. Correlation More sophisticated studies to investigate cause and effects. Consider extraneous variables. 2. Correlation More sophisticated studies to investigate cause and effects. Consider extraneous variables.

2.5 DEVELOMENTAL STUDIES it divide into 4 types 1.Cross sectional Studies examine data at some point in time, that the data are collected on only one occasion with the same subjects. 2. Longitudinal Researcher collect the data from the same group at different oint of time.

Contd…. 3. Retrospective It begins with phenomena of interest (DV) in the present and examination relationship to another variable (IDV) in the past. 4. Prospective Begins with an exploration of assumed cause and than move forward in the time to the presumed effect.

 QUALITATIVE  This research attempts to shed light on a phenomena by studying in depth a single case.  The case can be an individual person, an event, a group or an institution. 1) CASE STUDY RESEARCH-

 QUALITATIVE  Grounded theory is a research method that operates almost in a reverse fashion from traditional research and at first may appear to be in contradiction to the scientific method.  Four stages: 1.Codes-Identifying anchors that allow the key points of the data to be gathered 2.Concepts-Collections of codes of similar content that allows the data to be grouped 3.Categories-Broad groups of similar concepts that are used to generate a theory 4.Theory-A collection of explanations that explain the subject of the research (hypotheses) 2) GROUNDED THEORY-

 QUALITATIVE  an inductive, descriptive research approach developed from phenomenological philosophy; its aim is to describe an experience as it is actually lived by the person.  They are based in a paradigm of personal knowledge and subjectivity, and emphasise the importance of personal perspective and interpretation. 3) PHENOMENOLOGICAL RESEARCH

 QUALITATIVE  It refer to the investigation of a culture through an in-depth study of the members of the culture; it involves the systematic collection, description, and analysis of data for development of theories of cultural behaviour.  It studies people, ethnic groups and other ethnic formations, their ethno genesis, composition, resettlement, social welfare characteristics, as well as their material and spiritual culture. 4) ETHENOGRAPHIC RESEARCH-

 QUALITATIVE  This research involving analysis of events that occurred in the remote or recent past. Application Historical research can show patterns that occurred in the past and over time which can help us to see where we came from and what kinds of solutions we have used in the past. Understanding this can add perspective on how we examine current events and educational practices. 5) HISTORICAL RESEARCH-

Research Design and Validity Threats

 Internal validity  Extent to which an observed outcome can be attributed to a planned intervention  refers to the extent to which the changes observed in the DV are caused by the IV.  External validity  Extent to which an observed outcome can be attributed to a replicable intervention and generalized to other settings and populations.  Refers to generalizability or representativeness of the findings.

 HISTORY  An event that occurs during the intervention that could have an impact on the results  MATURATION  Bias from biological, natural, or social events that can bias results

 TESTING  Testing might cue a person in to change behavior, regardless of the program.  INSTRUMENTATION  Bias in data collection instruments.

 STATISTICAL REGRESSION  Bias from selecting a group with unusually high or low scores on something.  SELECTION  Comparison groups are unequal.

 ATTRITION/SUBJECT MORTALITY  Dropouts of subjects; if there is more than one group, then unequal dropouts between groups.  INTERACTIVE EFFECTS  Frequently arises when volunteers are compared with non volunteers.

 Social desirability  Expectancy effect  Hawthorne effect  Placebo effect