A practical approach to quantitative research designs

  1. Sánchez Martín, Micaela 1
  2. Ponce Gea, Ana Isabel 2
  3. Navarro-Mateu, Fernando 1
  4. Rubio-Aparicio, María 1
  5. Olmedo Moreno, Eva María 3
  1. 1 Universidad de Murcia, España
  2. 2 Universidad de Alicante, España
  3. 3 Universidad de Granada, España
Show affiliations +
Journal:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Year of publication: 2024

Issue Title: Hacia una Educación Física transformadora: Aprendizaje-Servicio

Volume: 17

Issue: 35

Pages: 117-132

Type: Article

DOI: 10.25115/ECP.V17I35.9725 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Espiral. Cuadernos del profesorado

Abstract

After stablishing our research question, the selection of our research design is one of the keys to increase the probability of success. A number of classifications have been proposed for different research designs. Although, broadly speaking, designs can be classified into quantitative, qualitative, or mixed designs, in this research pill we will focus on a simple and practical classification of quantitative research designs. This classify them into descriptive (when the aim of the study is to describe the characteristics of a population and there is no prior elaboration of research hypotheses) and analytic (when the aim of the study is to try to explain the relationship, generally causal, between the different factors analyzed). Analytic studies can be grouped, based on the degree of control the researcher has over the allocation of exposure among participants, into intervention studies (experimental and quasi-experimental studies) and observational studies (cohort, case-control studies, and cross-sectional). In addition to its wide use in different areas of knowledge, this classification facilitates the identification and use of checklists specifically developed to improve the quality and transparency in scientific publications.

Bibliographic References

  • Ato, M., López, J. & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29 (3). https://dx.doi.org/10.6018/analesps.29.3.178511
  • Balluerka, N. & Vergara, A.I. (2002). Diseños de investigación experimental en Psicología. Pearson.
  • Betín De La Hoz, A. B., Rodríguez Fuentes, A., Caurcel Cara, M. J., & Gallardo Montes, C. P. (2023). Effectiveness of a digital literacy program in High School Basic education students. Espiral. Cuadernos del Profesorado, 16(34), 12-27. https://doi.org/10.25115/ecp.v16i34.9516
  • Botella, J. & Sánchez-Meca, M. (2015). Meta-análisis en ciencias sociales y de la salud. Síntesis.
  • Campbell, D. T., & Stanley, J. C. (1966). Experimental and Quasi-experimental Designs for Research. Rand McNally.
  • Creswell, J. W. (2013). Qualitative Inquiry and Research Design. Choosing Among Five Approaches. Sage.
  • Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties, Journal of Research on Educational Effectiveness, 7(3), 268293. http://dx.doi.org/10.1080/19345747.2014.906010
  • Des Jarlais, D. C., Lyles, C., Crepaz N., & TREND Group (2004). Improving the reporting quality of nonrandomized evaluations of behavioral and public health interventions: the TREND statement. Am J Public Health, 94(3), 361-6. https://doi.org/10.2105/AJPH.94.3.361
  • Expósito-López, J., Chacón-Cuberos, R., Zahara-Rakdani, F., & Serrano-García, J. (2023). Actitudes y componentes de la tutoría y acción tutorial y su influencia en la mejora del desempeño académico. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 29(1). http://doi.org/10.30827/relieve.v29i1.27360
  • Expósito-López, J.; Olmedo-Moreno, E., & Fernández-Cano, A. (2004). Patrones metodológicos en la investigación española sobre evaluación de programas educativos. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa,10 (2), 185-209. http://www.uv.es/RELIEVE/v10n2/RELIEVEv10n2_2.htm
  • Fox, D. (1981). El Proceso de Investigación Científica. EUNSA.
  • Hederich, C., Martínez, J., & Rincón, L. (2014). Hacia una educación basada en la evidencia. Revista Colombiana de Educación, 66, 19-54. https://doi.org/10.17227/01203916.66rce19.54
  • Johnson, B. & Christensen, L. (2014) (5th ed.). Research Quantitative, Qualitative, and Mixed Approaches. Sage.
  • López-Agudo, L. A., & Marcenaro-Gutiérrez, O.D. (2020). Los estudiantes y las pantallas: ¿una buena o mala relación? Un estudio longitudinal para España. REDU. Revista de Educación, 389, 11-44. https://doi.org/10.4438/1988-592X-RE-2020-389-453
  • Martínez-Abad, F., & León, J. (2023). Inferencia causal en investigación educativa: Análisis de la causalidad en estudios observacionales de carácter transversal. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 29(2). https://doi.org/10.30827/relieve.v29i2.26843
  • Rezigalla, A. A. (2020). Observational Study Designs: Synopsis for Selecting an Appropriate Study Design. Cureus 12(1): e6692. https://doi.org/10.7759/cureus.6692
  • Sánchez-Martín, M., Navarro-Mateu, F., & Sánchez-Meca, J. (2022). Systematic Reviews and Evidence-Based Education. Espiral. Cuadernos del Profesorado, 15(30), 108-120. https://doi.org/10.25115/ecp.v15i30.7860
  • Sánchez-Martín, M., Olmedo Moreno, E. M., Gutiérrez-Sánchez, M., & Navarro-Mateu, F. (2024). EQUATOR-Network: a roadmap to improve the quality and transparency of scientific publications. Espiral. Cuadernos del Profesorado, 17(34).
  • Sánchez-Martín, M., Pedreño Plana, M., Ponce Gea, A. I., & Navarro-Mateu, F. (2023a). And, at first, it was the research question… The PICO, PECO, SPIDER and FINER formats. Espiral. Cuadernos del Profesorado, 16(32), 126-136. https://doi.org/10.25115/ecp.v16i32.9102
  • Sánchez-Martín, M., Pedreño Plana, M., Ponce Gea, A. I., & Navarro-Mateu, F. (2023b). There are many list of research, but… not all serve the same. Espiral. Cuadernos del Profesorado, 16(33), 81-91. https://doi.org/10.25115/ecp.v16i33.9334
  • Schulz, K. F., Altman, D. G., Moher, D. for the CONSORT Group (2010). CONSORT 2010 Statement: updated guidelines for reporting parallel group randomised trials. BMC Medicine, 8(18). https://doi.org/10.1186/1741-7015-8-18
  • Tejedor, F. J. (1981). Validez interna y externa en los diseños experimentales. Revista Española de Pedagogía, 151, 15-40. https://revistadepedagogia.org/
  • Touron, J. (ed.), López-González, E., Lizasoain-Hernández, L., & Navarro-Asencio, E. (2023). Análisis de datos y medida en educación. Vol. II. UNIR.
  • von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., Vandenbroucke, J. P., & STROBE Initiative. (2007). The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. PLoS Med. 16;4(10):e296. https://doi.org/10.1371/journal.pmed.0040296
  • Yates, J., & James, D. (2006). Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School. BMJ, 332. https://doi.org/10.1136/bmj.38730.678310.63
Data source: Dialnet