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1. Research Designs Farid Agushybana 1

2. The purpose of research is to discover answers to questions through the application of scientific procedures. Research as ‘’systematized effort to gain new knowledge’ 2 Introduction

3. 3 The Research Process Cycle

4. 4 OUTLINE

5. Type of Research Design concept

6. What is research design? Overall plan or programme of research Research Design can be defined as a framework of research methods and techniques applied by a researcher to incorporate different elements & components of research in a systematic manner with a view to operate the Research Problem efficiently . Most significantly, research design provides insights about “ How to Conduct a Research using a particular research methodology. The main aim of Research Design - To find out answers to research questions. 6

7. Key points need to split the parts of the overall research design 7

8. Functions of Research Design 1. The research design provides a blueprint to the researcher. For example- what the research is about? What kind of data requires to resolve research questions? Where to collect the required data and information? Study area, time, and so on . 8

9. Functions of Research Design 2.Research design determines an outline of research work that’s the researcher can concentrate fully on the study. That is, the precise objectives of the study are the most important in this regard. The reason is pointless research becomes an endless practice so far. 3.The research design helps the researcher to resolve many shortcomings before the study starts . This is possible through the proper  Review of Literature . The researcher in this review can decide some possible alternative ways to solve the research problem. 9

10. Essential elements of the research designs 1. Accurate purpose statement 2. Techniques to be implemented for collecting and analyzing research 3. The method applied for analyzing collected details 4. Type of research methodology 5. Probable objections for research 6. Settings for the research study 7. Timeline 10

11. How do we Create a Research Design? Creating a research design means making DECISIONS about: Overall aims and approach The type of research design you’ll use How you’ll select participants or subjects Data collection methods The procedures you’ll follow to collect data Data analysis strategies 11

12. KEY CHARACTERISTICS OF RESEARCH DESIGN 12

13. Steps in Research Design Step 1: Consider - aims and approach Step 2: Choose a type of research design Step 3: Identify - population and sampling method Step 4: Choose - data collection methods Step 5: Plan - data collection procedures Step 6: Decide on - data analysis strategies 13

14. Step 1: Consider your aims and approach Before you can start designing your research, you should already have a clear idea of the research question you want to investigate. Research ideas can come from a variety of sources, including Informal observations, Practical problems, Previous research. It is important to evaluate how interesting a research question is before designing a study and collecting data to answer it. It is also important to evaluate how feasible a research question will be to answer. Factors that affect feasibility include time, money, technical knowledge and skill, and access to special equipment and research participants 14

15. Three types. Exploratory research is usually conducted when a researcher has just begun an investigation and wishes to understand the topic generally. Descriptive research aims to describe or define the topic at hand. Explanatory research is aims to explain why particular phenomena work in the way that they do. . 15 Step 2: Choose a type of research design

16. TYPES OF RESEARCH DESIGNS Descriptive Research As the name implies, this is an in-depth sort of research design that answers what Exploratory Research This sort of research explores the subject matter and answers what and how . ( Feasibility study ) Explanatory Research This sort of research design explains the subject of the research and thereby answers what, why , and how. (Causes and effect) 16

17. TYPES OF RESEARCH DESIGNS Evaluation research designs are classified into three broad categories, & several subtypes. 1. Quantitative research design 2. Qualitative research design 3. Mixed method research design 17

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19. Qualitative approach Quantitative approach Understand subjective experiences, beliefs, and concepts Gain in-depth knowledge of a specific context or culture Explore under-researched problems and generate new ideas Measure variables and describe frequencies, averages, and correlations Test hypotheses about relationships between variables Test the effectiveness of a new treatment, program or product 19

20. RESEARCH DESIGNS Quantitative Qualitative Mixed Method Experimental design Grounded theory Survey Research Design Correlational Design Ethnographies Action Research Design Narrative research Case Study 20 Eight different research design :

21. Research Designs- Qualitative approach 21

22. Qualitative Research Design Qualitative Research Design having 4 subtypes: Narrative research Grounded theory Ethnographies Case study 22

23. Qualitative Research Design 1.NARRATIVE RESEARCH Narrative research is a design of inquiry from the humanities in which the researcher studies the lives of individuals and asks one or more individuals to provide stories about their lives. 23

24. Qualitative Research Design 3.Grounded theory Grounded theory is a design of inquiry from sociology in which the researcher derives a general, abstract theory of a process, action, or interaction grounded in the views of participants. This process involves using multiple stages of data collection and the refinement and interrelationship of categories of information 4. Ethnography Ethnography is a design of investigation coming from anthropology and sociology in which the researcher studies the shared patterns of behaviors, language, and actions of an intact cultural group in a natural setting over a prolonged period of time . Data collection often involves observations and interviews. 24

25. Qualitative Research Design 5.Case study Case studies are a design of inquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, process, or one or more individuals. 25

26. Research Designs- Quantitative approach 26

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28. 1.Experimental design   It seeks to determine if a specific treatment influences an outcome. The researcher assesses this by providing a specific treatment to one group and withholding it from another and then determining how both groups scored on an outcome. ( Control and Sample) 28

29. Experimental Designs Experimental researchers test an idea (or practice or procedure) to determine its effect on an outcome. Experimental research is usually undertaken when the goal of the research is to trace cause-and-effect relationships between defined variables. 29

30. Conclusion- Experimental Research Design What do these studies tell you? Experimental research allows the researcher to control the situation. In so doing, it allows researchers to answer the question, “ what causes something to occur?” Permits the researcher to identify cause and effect relationships between variables and to distinguish placebo effects from treatment effects. Experimental research designs support the ability to limit alternative explanations . 4. Approach provides the highest level of evidence for single studies. 30

31. Conclusion- Experimental Research Design What do these studies don't tell you? The design is artificial , and results may not generalize well to the real world. The artificial settings of experiments may alter subject behaviors or responses . Experimental designs can be costly if special equipment or facilities are needed. Some research problems cannot be studied using an experiment because of ethical or technical reasons. Difficult to apply ethnographic and other qualitative methods to experimental designed research studies. 31

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33. Action Research 33

34. Purpose of Action Research Design The purpose of action research is to improve the practice of education , with researchers studying their own problems or issues in a school or educational setting. Educators engage in reflection about these problems, collect and analyze data, and implement changes or a plan of action based on their findings. In some cases, the research solves a local, practical problem, such as a classroom issue for a teacher . In other situations, the research seeks ideological aims, such as to empower, transform, and liberate individuals and communities . 34

35. Types of Action Research Design 35

36. Conclusion- Action Research What do these studies tell you? 1. A collaborative and adaptive research design that lends itself to use in work or community situations. 2. Design focuses on pragmatic and solution-driven research rather than testing theories. 3. When practitioners use action research it has the potential to increase the amount they learn consciously from their experience. The action research cycle can also be regarded as a learning cycle . 4. Action search studies often have direct and obvious relevance to practice . 5.There are no hidden controls or preemption of direction by the researcher. 36

37. Conclusion- Action Research What these studies don't tell you? 1.It is harder to do than conducting conventional studies because the researcher takes on responsibilities for encouraging change as well as for research. 2. Action research is much harder to write up because you probably can’t use a standard format to report your findings effectively. 3. Personal over-involvement of the researcher may bias research results. 4. The cyclic nature of action research to achieve its twin outcomes of action (e.g. change) and research (e.g. understanding) is time-consuming and complex to conduct. 37

38. Examples in Action Research When Do we Use Action Research? We use action research when we have a specific educational problem to solve. Action research provides an opportunity for educators to reflect on their own practices. Within the scope of a school, action research offers a means for staff development , for teachers’ development as professionals, and for addressing schoolwide problems (Allen & Calhoun, 1998). In fact, the scope of action research provides a means for teachers or educators in the schools to improve their practices of taking action and to do so by participating in research 38

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40. Survey Research 40