Overview of Research Design

Features
Group F-b
 Intervention
Key Questions:
• Will there be an intervention?
• What will the intervention entail?
• What specific design will be used?
 Intervention
Design Options:
• Experimental Research Design - This
design is most appropriate in
controlled settings such as
laboratories.
• The design assumes random
assignment of subjects and random
assignment to groups (E and C).
 Experimental Design
• It attempts to explore cause and affect
relationships where causes can be
manipulated to produce different kinds
of effects. Because of the requirement
of random assignment, this design can
be difficult to execute in the real
world (non laboratory) setting.
 Quasi Experimental Research
Design
•  This research design approximates
the experimental design but does
not have a control group. There is
more error possible in the results. 
 Non-experimental Research
Design
• Take people as they are and measure
them
• Have already conducted one type:
Correlation
– (terminology and use of correlational
study to refer to non-experimental)
 Developmental or Time Series
Research Design
•  Data are collected at certain points in
time going forward. There is an
emphasis on time patterns and
longitudinal growth or change.
 Causal Comparative or Ex Post
Facto Research Design
• This research design attempts to
explore cause and affect relationships
where causes already exist and cannot
be manipulated. It uses what already
exists and looks backward to explain
why.
Descriptive or Survey Research
Design
• It attempts to describe and explain
conditions of the present by using
many subjects and questionnaires to
fully describe a phenomenon.
Case and Field Research Design

• Also called ethnographic research, it
uses direct observation to give a
complete snapshot of a case that is
being studied. It is useful when not
much is known about a phenomenon.
Uses few subjects.
 Historical Research Design
• The purpose is to collect, verify,
synthesize evidence to establish facts
that defend or refute your hypothesis.
It uses primary sources, secondary
sources, and lots of qualitative data
sources such as logs, diaries, official
records, reports, etc. The limitation is
that the sources must be both
authentic and valid.
 Correlational or Prospective
Research Design 
• It attempts to explore relationships to
make predictions. It uses one set of
subjects with two or more variables for
each.
 EXTRANEOUS (CONFOUNDING)
VARIABLES
it should be extraneous to the purpose of
a specific study/
• There are a number of ways to control
such influences, but the general
principle in the extraneous variables
must be held constant.
 MASKING or BLINDING
• It is sometimes used to avoid biases
stemming from participants’ or research
agents’ awareness of study hypotheses or
research status.
• 2 types:
• Single-blind studies – involve masking for one
group
• Double-blind studies – involve masking of two
groups
 Comparisons
• It provides a context for interpreting
results.
• Most research questions are phrased in
terms of comparison because the
comparison typically embodies the
independent variable.
Various Types of Comparisons
• Comparison between two or more
groups – In an intervention study, we
might want to compare those receiving
the special intervention with those
receiving “usual care.”
Various Types of Comparisons
• Comparison of one group’s status at
two or more points in time – e.g. We
might want to compare patients’ levels
of stress before and after introducing a
new procedure to reduce preoperative
stress.
Various Types of Comparisons
• Comparison of one group’s status under
different circumstances – e.g. We
might compare people’s heart rates
during two different types of exercise.
Various Types of Comparisons
• Comparison based on relative rankings
- This research question involves a
comparison of those with different
rankings, higher versus lower-on both
variables.
Various Types of Comparisons
• Comparison with other studies
- Researchers may directly compare their
results with results from other studies,
sometimes using statistical procedures.
 Research Location
• An important task during the planning
phase is to identify the sites (and
settings) for the study.
• Planning for this aspect of the study
involves two types of activities:
1. selecting the site/sites, and
2. gaining access to them.
 Site Selection
• The site must be appropriate for the
research question, that is whether it is
likely to have people with the
behaviors, experiences, or
characteristics of interest.
 Site Selection
• Must have sufficient number of these
kinds of people and adequate diversity
of mix of people to achieve research
goals.
• Entry must be possible and access to
study participants can be granted.
 Site Selection
• Should also be one that matches other
requirements, such as, space needs,
personnel, laboratory facilities, and so
forth.
• Researcher must be allowed to
maintain an appropriate role vis-à-vis
study participants for the duration of
the study.
 Gaining Access
• If the site is an entire community, a multi-
tiered effort of gaining acceptance from
gatekeepers may be needed.
• Establishment of trust is a central issue,
gaining entrée requires strong interpersonal
skills as well as familiarity with the customs
and language of the site.
 Gaining Access
• Gatekeepers need information on
which to base their decision about
granting access, and this information
usually should be put in writing, even
if the negotation takes place in person.
 Gaining Access
• The letter of information sheet
should cover the following points:
1. The purpose of the research, and who
the beneficiaries would be
2. Why the site was chosen or is
considered desirable.
 Gaining Access
3. What the research would entail, including
when the study would start, how long
research staff would be at the site, how
much disruption there likely would be, and
what the resource requirements are
4. How ethical guidelines would be
maintained.
5. What the gatekeeper or others at the site
have to gain from cooperating in the study.
 Timeframes
• Research design also designates when,
and how often, data will be collected.
• Data are collected from participants at
a single point in time.
• Some call for multiple contacts with
participants to determine how things
have changed over time.
 Cross-sectional designs
• Involve the collection of data once: the
phenomena under study are captured
during one period of data collection.
• Appropriate for describing the status of
phenomena or for describing
relationships among phenomena at a
fixed point in time.
 Longitudinal Design
• A study in which data are collected at more
than one point in time over an extended
period.
• Four situations call for longitudinal design:
1. Studying time-related processes.
2. Determining time sequences.
3. Making comparisons over time.
4. Enhancing research control.
 Organization of a Research
Project
• Researchers sometimes develop visual
timelines or charts to help them
organize the study.
 Project timeline
1. Research question (Problem Identification)
2. Literature Review
3. Clinical fieldwork
4. Theoretical framework
5. Hypothesis
6. Research design
7. Intervention protocols
8. Population specification
9. Sampling plan
10. Data collection plan
 Project timeline
11. Ethics procedures
12. Finalization of plans
13. Collection of data
14. Data preparation
15. Data analysis
16. Interpretation of results
17. Presentations/reports
18. Utilization of findings
 Pilot Study
• Is a small-scale version or trial run designed
to test the methods to be used in a larger,
more rigorous study, which is sometimes
referred to as the parent study.
• Purpose of pilot study is to prevent an
expensive fiasco-the misfortune of
undertaking a costly but flawed largescale
study.
• A.k.a feasibility studies.
 Critiquing planning aspects of a
study
1. Evidence in a report that the study
was carefully conceptualized.
2. Readers can consider whether the
researcher’s plans reflect adequate
attention to concerns about EBP.
3. Evidence that the researcher devoted
sufficient time and resources in
preparing for the study