Descriptive Research

A purposive process of gathering,

analyzing, classifying, and tabulating
data about prevailing conditions,
practices, beliefs, process, trends,
and cause-effect relationships and
then making adequate and accurate
interpretation about such data with
statistical methods.
Descriptive Research
- gathers quantifiable information
that can be used for statistical
inference on the target sample
through data analysis. As a
consequence this type of research
takes the form of closed-ended
questions, which limits its ability to
provide unique insights.
Descriptive Research

-when used properly, it can help in

better defining and measuring the
significance of something about a
group of respondents and the
population they represent.
Descriptive Research Designs
 Case studies  Tracer Studies
 Surveys  Trends and
 Developmental Projection Studies
Studies  Ex-Post Facto
 Assessment or  Documentary
Evaluation Studies Analysis
 Correlational  Experimental
Studies Studies
Case Studies
 A type of detailed and in-depth
research involving few respondents,
ranging from one to a small size of
less than 10, over a considerable
period of time
 Ex. A case study of the academic
performance of students with single
mothers.
Survey Research
 A survey research is used to gather
relatively limited data from
relatively large number of cases
 Purpose: to gather information
about the prevailing conditions or
about the variables under study
 Ex. Perceptions of teachers about the
leadership practices of their principal.
Types of Survey
 Total population  Comparative
survey survey
 Sample survey  Longitudinal survey
 Social survey  Cross-sectional
 School survey survey
 Public opinion  Job analysis survey
survey  Community survey
 Poll survey  Correlation survey
 Market survey
Developmental Studies
 Used when one desires reliable
information about a group of people
over a long period of time
 Longitudinal Method
◦ Studying the sample of participants over an
extended period of time
 A five year study on the drop-out rate of students.
 Cross Sectional Method
◦ Studying various participants at the same point in
time
 A study on the Emotional Intelligence of secondary
students.
Assessment or Evaluation
Studies
 Refers to the study on the
efficiency or effectiveness of
policies, instruments, or the
variables that may be considered
 Factors Influencing the Compliance/Non-
compliance of Teachers to the School
Improvement Program
Correlational Research
 Explores the relationship between
two or more variables. (independent
and dependent)
 One variable is X. The other variable
is Y
◦ A study on the relationship of I.Q and
Academic Performance.
Tracer Studies
 When one wants to follow up the
development of certain conditions
or particular sets of people
◦ Employability and productivity of DHVTSU
Architecture graduates from SY 2010-2014
Trends and Projection Studies
 Used for projects that are forward
looking
 Feasibility study
◦ Demand for Education Graduates Within Five
Years
◦ Feasibility Study for the Offering of BS in
Computer Engineering
Ex Post Facto Research
 It deals with the variables in
retrospect, with ex post facto
meaning “after the fact”
 Dependent variable have given rise
to a consequence
◦ The Effects of Having and Not Having
Textbooks in College Algebra
Documentary Analysis
 It involves the gathering of
information by analyzing written
records and documents to solve a
problem
 Uses secondary data
 The Relationship of IQ and Academic Performance
of BS Education Students
Experimental Research Designs

 Future-oriented (what will be?)

 The most prestigious and
sophisticated method
 Cause and effect
 Control group vs. experimental
group
Concepts of Experimentation

 An independent variable is manipulated;

(manipulation)
 All other variables except the treatment
variable are held constant (control)
 Assigning subjects for the control group and
experimental group (randomization) >>>
homogeneity
 The effect of the manipulation of the
independent variable on the dependent
variable is observed or measured.
 General Types of Experimental
Designs
Pre-Experimental Designs
Design 1 - The One Spot Case Study
Design 2 - The One Group Pretest Post Test Design
True-Experimental Designs
Design 3 – The True Control Group Pretest Posttest
Design
Design 4 – Solomon Four Group Design
Design 5 – The Posttest Only Control Group Design
Quasi-Experimental Designs
Design 6 – Posttest Only Control Group
Design 7 – Pretest Posttest Only Control Group
 Pre-Experimental Designs
Design No.1 The One-Shot Case Study

x o
(intervention) (observation)

Example: A study on the effectiveness of

attending seminars among Mathematics
teachers.
Design No.2 The One-Group Pretest-Posttest
Design

O1 X O2

Where O1 = pre-test
X = treatment
O2 = post-test
Example: A study on the effectiveness of attending
seminars among Mathematics teachers.
 True Experimental Designs
Design No.3 The True Control Group Pretest
Posttest Design
R O1 X O2
R O3 O4
Where R = random assignment
O1 = experimental pretest
O3 = control pretest
O2 = experimental posttest
O4 = control posttest
X = treatment
Example: A study on the effect of using PPT on Grade 1
students.
Design No.4 The Solomon Four-Group
Design

R O1 X O2
R O3 O4
R X O5
R O6
 Design No.5 The Posttest-Only Control Group
Design

R X O1
R O2

Where R = random assignment

X = treatment
O1 = experimental posttest
O2 = control pretest
 Quasi Experimental Designs

Design No.6 Posttest Only Control Group

X O1 (Experimental Group)
O2 (Control Group)
Design No.7 Pretest Posttest Control Group

O1 X O2 (E)
O3 O4 (C)

Example: A study on the effect of e-

modules on the achievement of students
in statistics.