Academic Research Skills PowerPoint PDF

Academic Research Skills (ARS) BM013-4-0 Introduction to Research Academic Research Skills (ARS) BM013-4-0 Quantitative Research Design and Data Collection Academic Research Skills (ARS) BM013-4-0 Literature Review Academic Research Sk...

Academic Research Skills (ARS) BM013-4-0 Introduction to Research Academic Research Skills (ARS) BM013-4-0 Quantitative Research Design and Data Collection Academic Research Skills (ARS) BM013-4-0 Literature Review Academic Research Skills (ARS) BM013-4-0 Referencing Qualitative Research Designs & Data Collection Academic Research Skills (ARS) BM013-4-0 Academic Research Skills (ARS) BM013-4-0 Surveys and the Use of Questionnaire ACADEMIC RESEARCH SKILLS CRITICAL THINKING IN RESEARCH Academic Research Skills Internet and Research (ARS) BM013-4-0 Academic Research Skills (ARS) BM013-4-0 Research and Ethics  Structure of the lesson Goal of Ethics in Research Ethics in Research: Subject’s Rights Common types of Academic Fraud Plagiarism Slide 4 (of 11)  Learning Outcomes Understand the meaning of ethics. Explain the goal of ethics in research. Know guidelines for ethical treatment of participants in any research work. Explain types of academic frauds. Apply personal self-regulation in academic ethical scenarios. Slide 3 (of 11)  Definition and Goal of Ethics in Research Ethics are norms or standards of behavior that guide our behavior and our relationships with others (Cooper and Schindler 2003) The goal of ethics in research is to ensure that no one is harmed or suffers adverse consequences from research activities.  Ethical problems Principles to be followed in researching humans: a)Voluntary participation although rewards are given b)Consent alone is insufficient –fully informed of the procedures to be followed, risks that may cause physical or psychological harm, partcipants can abandon the research  Confidentiality Explain the objective of the research Wear your thinking cap: What would you do if your sample are animals? Ethics in Research Subject’s/participants rights Academic Fraud Academia or Researcher’s code of conduct  Subject’s Rights To choose whether or not to participate. Awareness of this right. Adequate knowledge of the research in order to make an informed choice / decision To be aware of opportunity to end participation any time  Subject’s Rights (cont.) To not to receive physical or psychological harm, including stress or deception To not to be denied of beneficial treatment To privacy (anonymity of results) To be informed of the research results  Academic Fraud Fabrication - the actual making up of research data and (the intent of) publishing them Falsification - manipulation of research data - omitting critical data or results Slide 7 (of 11)  Academic Fraud (cont.) Plagiarism - the act of taking credit (or attempting to take credit) for the work of another Let’s look at plagiarism in-depth  Plagiarism Plagiarism is the use of another person’s work (this could be his or her words, products or ideas) for personal advantage, without proper acknowledgement of the original work. Plagiarism may occur deliberately (with the intention to deceive) or accidentally (due to poor referencing).  Plagiarism (cont.) It encompasses copying material from any published sources Including, copying and pasting information from the World Wide Web Or, receiving help from unauthorized sources on coursework.  Importance of Research Ethics Case Study: Go to the hyperlink below: http://www.unmc.edu/ethics/data/darsee.htm The Darsee Case After reading this case, please discuss on the implications and importance of research ethics.  Ethics for Academia and Researchers Code of Ethics for Academia and Researchers Honesty: Strive for honesty in all scientific communications. Honestly report data, results, methods and procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not deceive colleagues, granting agencies, or the public. Ethics for Academia and Researchers Objectivity: Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research where objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal or financial interests that may affect research. Ethics for Academia and Researchers Integrity: Keep your promises and agreements. Act with sincerity. Strive for consistency of thought and action. Carefulness: Avoid careless errors and negligence Carefully and critically examine your own work and the work of your peers. Keep good records of research activities, such as data collection, research design, and correspondence with agencies or journals. Ethics for Academia and Researchers Openness: Share data, results, ideas, tools, resources. Be open to criticism and new ideas. Respect for Intellectual Property: Honour patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give credit where credit is due. Give proper acknowledgement or credit for all contributions to research. Never plagiarize. Ethics for Academia and Researchers Confidentiality: Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or military secrets, and patient records. Responsible Publication: Publish in order to advance research and scholarship, not to advance just your own career. Avoid wasteful and duplicative publication.  Ethics for Academia and Researchers Responsible Mentoring: Help to educate, mentor, and advise students. Promote their welfare and allow them to make their own judgments Source: http://www4.ncsu.edu:8030/~nkriesb/rcr_intro.htm Ethical Decision Making in Research Case 1: The research protocol for a study of a drug on hypertension requires the administration of the drug at different doses to 50 laboratory mice, with chemical and behavioral tests to determine toxic effects. Tom has almost finished the experiment for Dr. Q. He has only 5 mice left to test. However, he really wants to finish his work in time to go to Florida on spring break with his friends, who are leaving tonight. He has injected the drug in all 50 mice but has not completed all of the tests. He therefore decides to extrapolate from the 45 completed results to produce the 5 additional results.  Tom has acted unethically by fabricating data research misconduct -actions that nearly all researchers classify as unethical Misconduct occurs only when researchers intend to deceive: honest errors related to sloppiness, poor record keeping, miscalculations, bias, self-deception, negligence, reasonable disagreements about research methods, procedures, and interpretations do not constitute research misconduct. Case 2: Dr. T has just discovered a mathematical error in a paper that has been accepted for publication in a journal. The error does not affect the overall results of his research, but it is potentially misleading. The journal has just gone to press, so it is too late to catch the error before it appears in print. In order to avoid embarrassment, Dr. T decides to ignore the error.  Dr. T's error is not misconduct nor is his decision to take no action to correct the error Right decision - Dr. T should tell the journal about the error and consider publishing the corrected version Why? -Failing to publish a correction would be unethical because it would violate norms relating to honesty and objectivity in research Conclusion Research Ethics is to ensure integrity and safeguard the interests of researchers, participants and funders, all research conducted at or through an organization or body. Useful Link University of Leicester - https://www.sheffield.ac.uk/polopoly_fs/1.644510!/file/W hiteman-Doing-ethics-in-online-research.pdf (2017) Tutorial Discuss two cases of unethical research conduct carried out in the past by doing a class presentation. Review Questions What is the main goal of ethics in Research? Define ethics in research What are the rights of subjects / participants involving in any research? Identify some actions which constitute to academic frauds. Define and provide examples for fabrication, falsification and plagiarism. Discuss the ethical concerns for academia or researchers Question and Answer Session Q&A Next Session Surveys and the Use of Questionnaire Learning Outcomes know the differences between a general Know search engine and a meta search engine find online resources efficiently using the Find Boolean operators; AND,OR,NOT Evaluat evaluate the reliability of online resources e BOOLEAN LOGIC  Boolean logic allows you to Boolean combine words and phrases into search Searchin statements to retrieve g documents from searchable databases Search Engines a) General search engines b) Meta search engines Examples  Boolean logic consists of three Boolean logical operators: operator - OR s - AND - NOT OR logic College or university OR logic Question: I would like information about college. In this search, we will retrieve records in which AT LEAST ONE of the search terms is present. We are searching on the terms college and also university since documents containing either of these words might be relevant. OR logic This is illustrated by: shaded circle with the word college representing all the records that contain the word "college" shaded circle with the word university representing all the records that contain the word "university" the shaded overlap area representing all the records that contain both "college" and "university" OR logic OR logic is most commonly used to search for synonymous terms or concepts Search Terms Results College 396,482 University 590,791 College or University 819,214 OR logic college or university or campus OR logic Search Terms Results College 396,482 University 590,791 College or University 819,214 Campus 929,677 And logic Poverty AND Crime And logic Question: I'm interested in the relationship between poverty and crime. In this search, we retrieve records in which BOTH of the search terms are present And logic This is illustrated by the shaded area overlapping the two circles representing all the records that contain both the word "poverty" and the word "crime" Notice how we do not retrieve any records with only "poverty" or only "crime" And logic This is how the logic works. Search terms Results poverty 76,342 crime 348,252 poverty AND crime 12,998 And logic The more terms or concepts we combine in a search with AND logic, the fewer results we will retrieve. And logic Poverty AND crime AND gender Search terms Results poverty 76,342 crime 348,252 poverty AND crime 12,998 poverty AND crime AND 1,220 gender NOT logic cats NOT dogs NOT logic Question: I want information about cats, but I don't want to see anything about dogs. In this search, we retrieve records in which ONLY ONE of the terms is present, the one we have selected by our search NOT logic This is illustrated by the shaded area with the word cats representing all the records containing the word "cats" No records are retrieved in the area overlapping the two circles where the word "dogs" appears, even if the word "cats" appears there too NOT logic Here is an example of how NOT logic works: Search terms Results cats 86,747 dogs 130,424 cats NOT dogs 65,223 Becareful!!! The term you do want may be present in an important way in documents that also contain the word you wish to avoid. Eg." cats are smarter than dogs." The search illustrated above would exclude this document from your results. Combined And and Or Logic Question: I want information about the behavior of cats. Search: behavior AND (cats OR felines) You can combine both AND and OR logic in a single search, as shown above. Combined And and Or Logic The use of parentheses in this search is known as forcing the order of processing. We surround the OR words with parentheses so that the search engine will process the two related terms as a unit The search engine will use AND logic to combine this result with the second concept Boolean searching on the Internet Manifestation of three distinct ways in the used of Boolean: Full Boolean logic with the use of the logical operators Implied Boolean logic with keyword searching Boolean logic using search form terminology REMEMBER THIS Boolean operators must be written in CAPITAL LETTERS  Full Boolean logic with the use of the logical operators to do full Boolean searching with the use of the logical operators Full Boolean logic with the use of the logical operators Example 1 Question: I need information about cats. Boolean logic: OR Search: cats OR felines Full Boolean logic with the use of the logical operators Example 2 Question: I'm interested in dyslexia in adults. Boolean logic: AND Search: dyslexia AND adults Full Boolean logic with the use of the logical operators Example 3 Question: I'm interested in radiation, but not nuclear radiation. Boolean logic: NOT Search: radiation NOT nuclear Full Boolean logic with the use of the logical operators Example 3 Question: I want to learn about cat behavior. Boolean logic: AND, OR Search: behavior cats OR felines It combines implied AND logic - designated by the space between the word "behavior" and "cats" - with the use of the Boolean OR operator. You can give this search a try, but the search engine might not process it as you intended. The safest way to conduct this type of search is to use the advanced search page available on most search engine sites. This will be shown in the next option.  Implied Boolean logic with keyword searching Keyword searching refers to a search type in which you enter words in a search box representing the concepts you wish to retrieve. Boolean operators are not used. Implied boolean logic Implied boolean logic refers to a search in which symbols are used to represent Boolean logical operators. In this type of search, the absence of a symbol is also significant, as the space between keywords defaults to AND logic. Implied Boolean logic with keyword searching Example 1 Question: I'm interested in dyslexia in adults. Boolean logic: AND Search: dyslexia adults Implied Boolean logic with keyword searching Example 2 Question: I'm interested in radiation, but not nuclear radiation. Boolean logic: NOT Search: radiation -nuclear Notice the minus sign (-) in front of the word "nuclear". Implied Boolean logic with keyword searching Example 3 Question: I want to learn about cat behavior. Boolean logic: AND, OR Search: [no implied Boolean logic is available]  Boolean logic using search form terminology Many search engines offer an advanced search page with a search form which allows you to choose the Boolean operators from a menu. Usually the logical operator is expressed with substitute terminology rather than with the operator itself. Boolean logic using search form terminology Boolean logic using search form terminology Example 1 Question: I want to learn about cat behavior. Boolean logic: AND, OR Search: Combine options if the form allows multiple search logic as shown in the example. Boolean logic using search form terminology Example 2 Question: I need information about cats Boolean logic: OR Search: Any of the words/At least one of the words/Should contain the words Boolean logic using search form terminology Example 3 Question: I'm interested in dyslexia in adults. Boolean logic: AND Search: All of these words/Must contain the words Boolean logic using search form terminology Example 4 Question: I'm interested in radiation, but not nuclear radiation. Boolean logic: NOT Search: Must not contain the words/Should not contain the words  Evaluating Online Resources The source: The source of the material might give you a clue to it's reliability. A site maintained by a university or government organisation might be more reliable than one maintained by a private citizen. Research papers published by academic bodies are usually refereed or accepted by board of editors who are the experts of the field.  Evaluating Online Resources Accredited Author: The status of the writer is often of considerable importance in deciding the reliability of information. One can probably assume that material written or otherwise provided by a known expert in the field is likely to be reliable. i.e. A PhD or Professor related to the topic Author’s credibility can be verified by looking at their list of publications and bodies that they are attach to  Evaluating Online Resources Age of Online Information Sometimes the age of information matters. If one needs current statistics then check the age of the material found. As a rule of thumb, in most fields anything more than five years old is probably out-dated.  Evaluating Online Resources Frequency of citation But just because you have never heard of the author of the page doesn't mean that the information is inaccurate or unreliable, but it does mean that you can't take it at face value. You might have to do some cross-checking, either elsewhere on the net, or with books or articles.  Evaluating Online Resources Internet Design and integrity: How an Internet resource is designed may have a lot of influence on how you use it. A site which is always too busy to access, too slow to download or too difficult to navigate may not be worth your valuable time, no matter how useful and relevant the information is. Conclusion Extensive resources are available online It is important to select reliable sources for academic purpose Useful Link APU Online Library - https://library.apiit.edu.my/searching-APU-e-databases.h tml Review Questions 1. What are Boolean operators? 2. How does Boolean operators give an impact to internet research? 3. Why is evaluating online resources important? Tutorial Bring your mobile devices as the session will require you to explore the online resources on APU’s library website Q&A Next Session Critical Thinking in Research  93 Higher-Order Critical Thinking Thinking Skills in Research (Bloom’s Taxonomy) TOPIC & STRUCTURE OF Applying Critical Critical Thinking Traits Thinking in Research THIS LESSON  94 TOPICS Enable students to develop critical thinking Enable skills to evaluate and analyse research Enable students to develop critical thinking skills to evaluate and analyse research Develop introductory skills for critical Develop thinking to be developed in later levels Apply critical thinking skills in doing research Apply analysis  ARS 95 WHAT IS CRITICAL THINKING  A purposeful, organized, mental process that we use to understand the world and make informed decisions.  Critical thinking involves asking questions to come up with potential solutions to different problems. 1. Research focuses on the creation of new ideas, Contents ARS 96 perspectives, and arguments. The researcher seeks CRITICAL relevant THINKING information IN RESEARCH in articles, books, and other sources 2. The research process is not simply collecting data, evidence, or "facts,“. Instead, the research process is about inquiry—asking questions and developing answers through serious critical thinking and thoughtful reflection. 3. As a result, the research process is recursive, meaning that the researcher regularly revisits ideas, seeks  Contents ARS 97 WHY DO WE NEED TO USE CT? Critical thinking should help you to: 1. interpret evidence, data, arguments, etc. and be able to identify the significance to your assignment question 2. develop well-reasoned arguments of your own for your assignments 3. use and draw on evidence to justify your arguments and ideas 4. synthesize your thoughts and the thoughts of differing authors/researchers/theorists.  Contents ARS 98 WHY DO WE NEED TO USE CT? 1. To conduct an effective research, you must be able to critically evaluate research materials to ensure the appropriateness and suitability of data. 2. A critical thinker will be able to differentiate relevant research data, arguments, debates, conclusions to ensure the integrity and cohesiveness of their research topic.  Contents ARS 99 WHY DO WE NEED TO USE CT? 1. Good critical thinking is about making reliable judgements based on reliable information. 2. Applying critical thinking does not mean being negative or focusing on faults. It means being able to clarify your thinking so that you can break down a problem or a piece of information, interpret it and use that interpretation to arrive at an informed decision or judgement  ARS 100 1. Clarify your thinking purpose and context 2. Question your sources of information 3. Identify arguments 4. Analyze sources and arguments 5. Evaluate the arguments of  Profile ARS 101 USING CT IN USING INFORMATION Researched information only becomes knowledge when it is used to: 1. make comparisons 2. predict consequences 3. evaluate effectiveness 4. form connections 5. communicate to an audience with a purpose  establish: Contents ARS 102 2. Facts. From a series of facts, or from an absence of fact, we make: CT FLOW 3. Inferences. Testing the validity of our inferences, we make: 4. Assumptions. From our assumptions, we form our: 5. Opinions. Taking our opinions, we use the principles of logic to develop: 6. Arguments. And when we want to challenge the arguments of others, we employ: Critical Analysis  Contents ARS 103 CT SKILLS IN RESEARCH These critical thinking skills include  separating relevant from irrelevant information,  distinguishing between verifiable facts and value claims,  determining the credibility of a source,  recognizing inconsistencies in a line of reasoning, and  determining the strength of an argument or a claim Contents ARS 104 CT SKILLS IN RESEARCH “Critical thinking is based on reflective thinking that is focused on interpreting, analysing, and evaluating information, arguments and experiences with a set of reflective attitudes, skills, and abilities to guide thoughts, beliefs and actions.” (Ruggiero, 1989) 105 i ll s Sk ng ki in Th ARS er rd -O er gh Hi  list, define, tell, describe, identify, show, label, collect, examine Knowledge  interpret, compare, classify, identify, infer Comprehension Knowledge  execute, carry out, implement, use Application Comprehension Knowledge  Analysis Application analyze, compare, outline, organize, identify Comprehension Knowledge  Synthesis Analysis arrange, collect, categorize, combine, explain, design, Application formulate Comprehension Knowledge  Evaluation Synthesis argue, evaluate, explain, defend, conclude Analysis Application Comprehension Knowledge  Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Taxonomy, Bloom (1956)  Contents ARS 113 Critical Thinking Exercise Research a controversial issue, select a position, and then create an argument to support your opinion Examples: 1. All employers should only hire university graduates. 2. Same gender schooling results in higher achievement for both sexes 3. Studying overseas helps students to be more independent in their life and studies 4. The fee of fines should be based on the person's income.  Contents ARS 114 Critical Thinking Exercise In the following line of letters, cross out six letters so that the remaining letters, without altering their sequence, will spell a familiar English word. BSAINXLEATNTEARS Contents ARS 115 Critical Thinking Exercise Where does Z go: A EF HI KLMN T VWXY BCD G J OPQRS U  Contents ARS 116 Critical Thinking Exercise A EF HI KLMN T VWXY BCD G J OPQRS U Answer: Z goes on top of the line with all the other letters that contain straight lines.  Contents ARS 117 Critical Thinking Exercise 1. You witness a bank robbery and follow the perpetrator down an alleyway. He stops at an orphanage and gives them all the money. Would you: A) Report the man to police since he committed a crime B) Leave him alone because you saw him do a good deed  Contents ARS 118 Critical Thinking Exercise Can you describe the tastes “salty” and “sweet” without using those words? Contents ARS 119 TRAITS OF A CRITICAL THINKER 1. Inquisitive 2. Systematic 3. Analytical 4. Open-mindedness 5. Judicious 6. Truth-seeking 7. Confident in reasoning Contents ARS 120 CONCLUSION Critical thinking is an essential element in research. It is also crucial for evaluating and understanding the implications of research for clinical practice.  Contents ARS 121 REVIEW QUESTIONS 1. Discuss the importance of critical thinking skills in research 2. Explain in detail the higher-order of critical thinking skills according to Bloom’s Taxonomy ACADEMIC RESEARCH SKILLS Q &A  Understand the various ways of conducting a Learning survey Outcome s Apply the principles of designing a good questionnaire  Definition of “survey” and “survey design” Structure Data collection methods of the lesson Advantages and disadvantages of different data collection methods Different types of questions SLIDE 4 (OF 11) Defining a Survey Selection of sample of respondents before administering questionnaires or conducting interviews to collect information about their attitudes, values, habits, ideas, demographics, feelings, opinions, plans and beliefs (McMillan & Schumacher, 2001) Keywords: sample of respondents, collect information Defining a Survey The assessment of the current status, opinions, beliefs and attitudes by questionnaires or interviews from a known population. Keywords: current status, opinions, beliefs, attitudes, questionnaires, interviews, known population Survey objectives 1. To learn the reason of a particular activity 2. To identify characteristics of a particular group, measure attitudes, performance, satisfaction and describe behavioral patterns  Data Collection Methods Postal or Telephone internet survey survey Group administrati Data Face to face on of survey questionnai Collecti re on Method s Data Collection Methods: Group administration of questionnaires Advantages 1. Many respondents can complete the questionnaire in a short period of time 2. Test administrators can check questionnaires for accuracy 3. Cheap and easy to be conducted 4. Respondents can be reached across long distances Data Collection Methods: Group administration of questionnaires 1. Response rate is optimal 2. Interviewer can immediately assist respondents if the questionnaire is not clear  Disadvantages Data Collection Different administrator Methods: can lead to different responses Group administrat Primary researcher has ion of limited control over questionna what happens in the field ires The condition in which the questionnaire is administered is not clear Data Collection Methods: Postal Survey Advantages 1. Cheap and easy to do 2. Respondents can complete questionnaire at a convenient time 3. Respondents can check personal records if necessary 4. No interviewer who may affect the respondent Data Collection Methods: Postal Survey Disadvantages 1. Low response rates are common 2. Completion of questionnaire in not within control 3. Questionnaire can be given to someone else to be completed 4. Respondents must be literated Data Collection Methods: Telephone Survey Advantages 1. Survey can be done quickly 2. Respondents can be reached across long distances 3. Response rate is high 4. Interviewer can assist with issues that are unclear to the respondent 5. Respondents need not be literate Data Collection Methods: Telephone Survey Disadvantages 1. Cost is high 2. Questionnaire cannot be long 3. Only respondents with telephone can be reached 4. Interviewer may influence responses Data Collection Methods: Face- to-face survey Advantages 1. Has the highest response rate 2. Long questionnaire can be used 3. Interviewer can assist with issues that are not clear 4. Respondents need not be literate Data Collection Methods: Face-to- face survey Disadvantages  High cost  Interviewer should be well trained  Interviewer bias is a great risk Questionnaire Design Following aspects must be given in questionnaire designing: 1. Appearance of questionnaire 2. Sequence of questions 3. Wording of questions 4. Response categories Questionnaire Design: Instructions Must be simple, clear and concise Eg. This questionnaire aims to explore the possible use of television among teenagers. Please answer all questions accurately and honestly by ticking the box or by writing your answer in the space provided. The information will be treated confidentially.  Questionnaire Design: Appearance of questionnaire 1. user friendly 2. neat printing 3. appropriate font 4. clear instructions 5. good quality paper Questionnaire Design: Completion time of questionnaire Learners  10 minutes Adults  15 minutes A structured questionnaire should have 100 – 120 items Questionnaire Design: Question sequence Should have a short introduction Start with easy-to-answer , non threatening questioning – biographical detail, and then get to the topics relevant to the study Questionnaire Design: Question Wording 1. Use simple language and avoid slangs 2. Avoid leading questions 3. Avoid asking knowledge questions or memory questions? 4. Avoid asking hypothetical questions – answers tend to be very reliable Questionnaire Design: Question Wording 1. Avoid double-negative questions 2. Items are recommended to be in first person 3. Items should be in statements instead of questions 4. Avoid making assumptions 5. Avoid asking sensitive questions  Examples of open Types of questions are the following: questions: a) How do you feel about open outcome-based learning? questions b) Why did you (not) vote in the previous election?  Advantages Types of 1. Respondents can give honest answers in detail questions: open 2. The respondents’ thinking process is revealed questions 3. Complex questions can be adequately answered Types of questions: open questions Disadvantages 1. The amount of detail differ among respondents 2. Coding of answers may be difficult 3. Respondents may need time to reflect 4. Difficult for illiterate people to answer 5. Statistical analysis is difficult Types of questions: closed questions 1. Provides a set of responses from which the respondent has to choose one or sometimes more than one response 2. Easier to analyse compared to open- ended questions 3. Bell (2005) categorises them into six categories: list, ranking, category, quantity, grid and scale  List questions 1. Gender A dichotomous question is one for which there are Male 1 only two possible answers. Female 2 Eg. 7. What type of accommodation do you have while studying? Private: parents 1 A multiple choice Private: flat 2 question has Private: commune 3 3 or more Private: boarding-house (rent a 4 responses room) categories. Residence/hostel 5 Eg. Other (specify) 6  Filter and follow-up questions are used to divide the sample into subclasses, and further information may then be obtained from one or more of the subclasses through follow-up questions. Eg: Filter question Do you think there is a need for providing guidance to expectant fathers? Yes 1 No 2 The data in the text box can be analysed in the following manner. 1. Read all the responses carefully 2. Read the responses for a second time. Try to identify the broad theme. Limit yourself to 5 themes. 3. Write them down and assign a code 4. Return to the individual questionnaires. Identify the sub-themes Ranking questions 1. Which of the following persons had the greatest influence on your choice of teaching as a career. Rank these persons from 1 to 8/9, where 1 represents the person or group who influenced you most and 8/9 the person or group influenced you least. People/Group 1. Parents 2. Other family members 3. School principal 4. Career guidance educator 5. Other educator(s) 6. Peer group 7. Role models (e.g. sport coach) 8. Religious leader 9. Other (specify) Instruction: Rank questions from 1-5 without repeating a ranking where 1 = Least important and 5 = Most important Scales A very common way in survey research of measuring how respondents feel or think about something is using scales. Two common types of scales: a) The Likert scale b) Semantic differential scale The Likert scale 1. Asking respondents whether they agree or disagree with a statement 2. At least two response categories should be used; agree and disagree 3. An example of four response categories; strongly agree, agree, disagree, strongly disagree 4. An example of four response categories; strongly agree, agree, neutral or undecided, disagree, strongly disagree The semantic differential scale 1. The scale is made of adjectives to measure how a respondent feels about certain concepts 2. Polar opposites are used; good/bad, strong/weak, modern/traditional, slow/fast Example What do you think about the candidate for political party ABC? Traditional 1 2 3 4 5 6 Modern 7 Strong 1 2 3 4 5 6 Weak 7 Good 1 2 3 4 5 6 Bad According to Crowther 7 et al. (1996), most adjectives in English fall into one of three major classes, namely: 1. Evaluative: poor/excellent 2. Strength – weak/strong 3. Activity – active/ passive Conclusion This topic provides general information about questionnaires, and links to more detailed information. A questionnaire is a set of questions that is used to collect information for various purposes. You can design, create, distribute, and complete questionnaires, and then analyze the results. Tutorials Design a questionnaire using Google Form based on the assignment questionnaire. Review Questions 1. Explain the importance of conducting a survey 2. What are the data collection methods in conducting a survey? 3. Provide an example of a filter-up question. Q&A Next Session Performing Effective Internet Research Topics and Structure of Lesson 1. Definition of qualitative research 2. Qualitative research designs 3. Data gathering techniques 4. Similarities and differences between qualitative and quantitative researches Module Learning Outcomes Students will be able to: Critically understand the paradigm of qualitative research paradigms Qualitative Research Qualitative Research…involves finding out what people think, and how they feel - or at any rate, what they say they think and how they say they feel. This kind of information is subjective. It involves feelings and impressions, rather than numbers’ Bellenger, Bernhardt and Goldstucker, Qualitative Research in Marketing, American Marketing Association  Qualitative Research​ 1. Qualitative Researchers study “things” (people and their thoughts) in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. 2. Qualitative research involves the studied use and collection of a variety of empirical materials - case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts-that describe routine and problematic moments and meanings in individual's lives.  Definition of Qualitative Research Research whose findings are not subject to quantification or quantitative analysis. Its research conclusions are not based on precisely, measurable statistics but on more subjective observations and analysis. Definition of Research Design The research design refers to the overall strategy that you choose to integrate the different components of the study in a logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data Keywords: plan, strategy, selection of respondents, data gathering, data analysis  Conceptu al studies Historica Grounde l d theory research Qualitativ e Research Design Ethnogra Action phy research Case study research Conceptual Research 1. Critically engages with the understanding of concepts 2. An in-depth analysis of literature with variety of contending meanings that are compatible with theoretical statements 3. Aims to add to the existing body of knowledge and understanding – it generates knowledge Historical Research 1. Systematic process of describing, analysing and interpreting the past 2. Tend to focus on why certain events happen and their analysis 3. Descriptive analysis that provides information about events and plots the development  doesn’t explain how or why events occured Historical Research Examples of primary sources include:  diaries, journals, speeches, interviews, letters, memos, photographs, videos, public opinion polls, and government records, among many other things Historical Research Watch a video about Tutankhamun’s Discovery https://www.youtube.com/watch?v=LjEZ2JpiFlE Answer the following questions: 1.What type of historical event is the video? 2.List two descriptions given about Tutankhamun. 3.How was Howard Carter’s death perceived? 4.What were the focused events in the video? Action Research 1. Focuses on problems faced by participants to seek for solution 2. Important to understand the context to solve the problem 3. Researcher is the mediator to help the participants 4. Evaluation of the effectiveness of the intervention is an important focus Action Research The process of conducting the research: Identifying the problem Data collection Data analysis Taking action to resolve the problem Evaluation Action Research Possible ethical dilemmas: a) Bias of the researcher towards data being collected b) Levels of involvement of the researcher c) Effect of researcher withdrawing Case Study Research There are multiple definitions to define case study: Authors Definitions Bromley A systematic inquiry into an event or a (1990:302) set of related events which aims to describe and explain the phenomenon of interest. Yin (1984: 23) Empirical inquiry that investigates a contemporary phenomenon and context are not clearly evident and in which multiple sources of evidence are used Maree (2011: 75) Strive towards a comprehensive understanding of how participants relate an interact with each other in a specific situation and how they make meaning of a phenomenon under study. Case Study Research Focuses on a system of action instead of an individual or groups Can also focus on one or two issues that are fundamental in understanding the system being examined Case Study Research Watch Scotland Yard’s greatest investigation. https://www.youtube.com/watch? v=9Tg6fTQS7eo Answer the following questions. 1. Who are the individuals involved in this case study? 2. What are the possible data collection methods used? 3. What was the intention of the investigator? 4. What could have been the possible challenges in conducting the investigation? Case Study Research Key strengths case study research: a.Use of multiple sources and techniques in data gathering process b.Researcher not only know what happened, but why it happened as well c.Able to develop solutions and test in similar studies  End here Case Study Research d. Many evidence from the research case can be used as evidence, as opposed to making inferential from traditional statistical analysis Case Study Research Criticisms of case study: a. Difficult to conclude from a single research case b. Reliability of the results is difficult to demonstrated c. Expensive and time-consuming Ethnography 1. Word stems from the Greek words, ethnos (people) and graphien (to write)  write about people 2. The description of a community or group that focuses on social systems and cultural heritage 3. Ethnographers normally spend enough time in field with aim to establish the hidden inferences Ethnography 1. Ethnography assumes that all human behavior is intentional and observable 2. Purpose of the research is to understand the reasoning behind people’s actions 3. Researcher is often not a member of the group spend time living in a community observing, doing in-depth interview, reading and researching primary source material Ethnography 1. Eventually the researcher compiles all this data and analyse it 2. Not only reports what people do and say, but also some analysis that tells us about the social structure and world-view of the group 3. Ethnographic is naturalistic – researcher tries to be invisible and be involved in an obstructive observation Ethnography Observation is the main method, but structured interview and documents can be used too Ethnography https://www.youtube.com/watch?v=qubUz25Uxj0 1.What is the other name for healing ceremony? 2.What are the pictures made of? 3.What is the circular hut known as?  Grounde d Theory Development of theory from data that is systematically gathered and analysed (instead of starting out with a theory and proving it) The purpose of using GT method is to develop a theory from the data being examined Data Gathering Techniques Document s Data Gatherin g Techniqu es Observati Interview on Documents Focuses on all types of written communications Data sources can be published and unpublished documents, company reports, memoranda, agendas, administrative documents, letters, reports, e-mails, faxes, newspaper articles etc. Documents In selecting documents to be included in your study, always verify the following: 1. What kind of documents are you dealing with (primary or secondary?; official or unofficial communication, etc.)? 2. What is the publication date(this is extremely important when you deal with a phenomenon that has changed in recent years)? Documents Is it based on empirical data (based on original research), or is it anecdotal or opinion? What was the purpose or intent of the document? Also consider the context in which it was produced. Documents What are the main points or arguments put forward or how do these relate to your own study? What was the research methodology used in producing the document? Observation A systematic process of recording the behavioural patterns of participants, objects and occurrences without necessarily questioning An everyday activity whereby we use our senses (seeing, hearing, touching, smelling, tasting) – but also intuition to gather bits of data Observation 1. As a qualitative data gathering technique, observation is used to gain greater insight and understanding of the phenomenon observed 2. The focus is only selective area and not the entire situation 3. Researcher should handle own biases Observation 1. First, decide the data gathering technique and ensure that you have defined the purpose and focus 2. Link the focus to the research questions 3. Define your terms or key constructs _ What are the cues or facts I’m looking for? How will I recognise them if I see them? What are the unique behaviour you have to pay attention to?  Observation Complet e observer Complet Types of Observer e as participa observatio participa nt n nt Participa nt as observer Interviews A two way conversation between researcher and participant/s Objective is to see the world through the eyes of the participant & obtain descriptive questions Interview Open-ended interview To explore the participant’s views, ideas, beliefs, attitudes Normally seen on TV , sometimes with surprising results Semi-structured interview Interviewer attempts to ask a core of prepared questions and expands to other questions Structured interview Questions and some possible answers are specified before the interview Reduces the risk of interviewer bias, fixed with alternative questions , they are based on questionnaires Watch this interview. In your opinion, what type of interview is this? https://www.youtube.com/watch?v=kovGM1ZrCck Interview Keys to successful interviews: a)Find the right person who is best qualified b)Inform the aim of the research to the interviewee c)Use appropriate questioning technique d)Be a good listener and do not argue e)Observe the respondents’ non-verbal communication  Qualitative paradigms Quantitative paradigms Qualitative & Quantitative: Purpose & Focus Differences discovering and interpreting to measure something meaning Units of analysis subjects are selected to fit subjects are selected randomly the study Data primary data is in words Primary data is in numbers Methods less structured methods – structured methods – to be observation and interviews quantified and coded questions are open-ended – questions are structured where allowing flexibility in response the responses are fixed researcher is the main Instruments such as surveys are instrument, aided by semi- carefully designed to measure structured interview guides specific variables interview, observation Research can take place without strategies and through review direct contact of secondary data Research takes place in the field and involves face-to-face contact Qualitative & Quantitative: Differences Qualitative paradigms Quantitative paradigms Results & Analysed Analysed using Analysis systematically using standardized statistics and categories, themes, procedures motifs that identify patterns and results tend to relationship summarize patterns of results are in-depth similarities, variability, size, explanations for direction and/or patterns of behaviour significance of any differences between specific groups Adapted from Bamberger (2000, pp 10-12) Conclusion In brief, qualitative analysis uses subjective judgment based on unquantifiable information, such as management expertise, industry cycles, strength of research and development, and labor relations. Useful Links 1. Australian National University (ANU) http://www.anu.edu.au/students/learning-development /research-writing/literature-reviews 2. Staffordshire University http://libguides.staffs.ac.uk/literature_review Revision Questions 1. Explain the concept of qualitative research 2. What are the types of research design in qualitative research? 3. What is data collection and how many types are there in qualitative research? Q&A Next Session Research Ethics  Topic & Structure of the lesson What is Referencing? The Author-Date System (Harvard) Brief introduction on referencing Referencing materials from various sources Journal articles Reference/Textbooks Magazines Internet sources (Issues)  Learning Outcomes  You will know why correct referencing is essential  You will know what citations are and when and how to cite in the text  You will be able to reference some key sources of information including books, journal articles and websites  You will have a good understanding of how to set out bibliographies  You will know how to use the guides to answer your own referencing questions  What is Referencing? Why do we reference? To show that we’ve READ our research materials and understood it Referencing is an acknowledgment of another person's intellectual work which rightfully belongs to that person. The act of using and not referencing another person's work is called plagiarism  What is Referencing? Why do we reference? (cont.) Referencing makes it possible for your reader to locate your sources independently, whether out of interest or the need to verify your information. By referring to the work of others you are INDICATING THAT YOU HAVE READ WIDELY, that you have relied on quality sources and that you are aware of the body of knowledge that already exists on your topic.  Different types of sources When you are reading for an assignment, you may use a whole range of sources: A book A chapter in an edited book A journal article An electronic journal article A website An email A map  When to reference? Whenever you QUOTE, PARAPHRASE or SUMMARISE someone else's opinions, theories or data Also reference any graphical information you use such as tables, photos or diagrams  How to Reference? Citation in the text of your work. Any citation within the text of a document should be linked to the corresponding bibliographic reference at the end of your work. In the text you refer to a particular document by using the author's surname and year of publication. If the author's name occurs naturally in a sentence, the year is given in brackets:...as defined by Mintzberg (1983)  How to Reference? If not, then both name and year are shown in brackets: In a recent study (Handy, 1987) management is described as.. If the same author has published more than one cited document in the same year these are distinguished by lower case letters: Drucker (1989a) If there are two authors both names should be given before the date: Gremlin and Jenking (1981)...  How to Reference? If there are three or more authors only the surname of the first author should be given, followed by 'et al': Kotler et al (1987) If the author does not want to be known and writes in as Anonymous then use Anon. Anon (1967)  How to Reference? If there are two or three authors, then both should be given. If there are four or more, then only the first is given , followed by et al. Example: The bibliographic reference for the book, "Gestures" written by Morris, Collet, Marsh and O'Shaughnessy, would appear as: Morris, D., et al, 1979. Gestures. London: Jonathan Cape Ltd. The reference in the text of your essay would be: Emblems can be defined as "actions which replace speech and can act as substitutes for verbal statements” (Morris et al, 1979).  Review Questions 1. Discuss the importance of referencing. 2. What are the disadvantages of poor referencing? 3. Distinguish between citation and reference. 4. Distinguish between reference and bibliography. 5. Explain few important guides in proper referencing.  Useful Links for Referencing: University of the West of England http://www.uwe.ac.uk/library/resources/general/info_stu dy_skills/harvard2.htm Question and Answer Session Q&A  Topic & Structure of the lesson 1. What is a literature review? The purpose of a literature review 2. Components of the Literature Review 3. Elements of the Literature Review Learning Outcomes 1. Understand the importance of writing a concise and complete literature review. 2. Comprehension and application of effective compilation of usable literature reviews. 3. Application of literature reviews in usable secondary research in tertiary education What is a Literature Review? A literature review is a body of text that aims to review the critical points of current knowledge on a particular topic. This can be a review from scholarly publications, unpublished scholarly print materials, audiovisual materials, and personal communications. Definition of literature review surveys scholarly articles, books and other sources. (e.g., dissertations, conference proceedings) relevant to a particular issue, area of research, or theory. provides a short description and critical evaluation of work critical to the topic. offers an overview of significant literature published on a topic. (Lyons, 2005)  Literature Review 1. discusses information about a specific topic 2. can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis Summary = a synopsis of important information Synthesis = interpretation of information Identify new ways to interpret, and shed light on any gaps in, previous research Good and Poor Literature Review  Importance of Literature Review 1. To learn what one knows and do not know 2. To understand the subject matter better 3. To identify and highlight the important variables 4. To document significant findings from earlier research that will serve as the foundation of the new research 5. To resolve conflicts amongst seemingly contradictory previous studies Importance of Literature Review (cont.) 1. To Identify areas of prior scholarship to prevent duplication of effort 2. To develop hypotheses 3. To point the way forward for further research 4. To convince the reader that the researcher is knowledgeable about the problem area  Simple To gain brief overview of a topic Quality of source is important, but doesn’t have to be academic Applied Types of Used in business, government and professional field where information is Literature important in decision making Review Aspects on marketability and profit are important Accuracy & objectivity are important – to examine relative value Academic For a stand alone product about a specific topic Requires high quality of values – accuracy, quality resources, objectivity  Components of the Lit. Review Components: development of the literature review requires four stages: Problem formulation—which topic or field is being examined and what are its component issues? Literature search—finding materials relevant to the subject being explored Data evaluation—determining which literature makes a significant contribution to the understanding of the topic Analysis and interpretation—discussing the findings and conclusions of pertinent literature Recommendations on How an Article should be read 1. Read the abstract or summary first. This tells you if its worth reading. 2. Read the bibliographic data. 3. Take notes on the article concentrating on the following points or photocopy the abstract or summary. This includes, a. Problem statement. State it clearly. b. Hypothesis or Objectives. List them exactly as stated in the article. c. Procedures. List the methodology used (survey, experiment, case study, and so on), the number of subjects and how they were selected , the kind of instrument used (questionnaire, observation, etc.) d. Findings. List the major findings. Indicative whether the objectives of the study were obtained, or the hypotheses were supported. e. Conclusions. Describe the author’s conclusion. Note your disagreements with the author, and the reasons for such disagreement.  Common Errors in Literature Review 1. Review isn’t logically organized 2. Review isn’t focused on most important facets of the study 3. Review doesn’t relate literature to the study 4. Too few references or outdated references cited 5. Review isn’t written in author’s own words 6. Review reads like a series of disjointed summaries 7. Review doesn’t argue a point  Conclusion 1. Its goal of literature review is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as the justification for future research in the area. 2. It is a vital chapter in a thesis/report  Useful Links for Lit. Review Macauley, P. (2001). The Literature Review. http://www.deakin.edu.au/library/findout/re search/litrev.php Revision Questions 1. Define the term Literature review. 2. Discuss in detail the importance of literature review. 3. What are the disadvantages if a research thesis has no literature review chapter or a poorly done literature review? 4. What are the factors that need to be taken into consideration in order to produce a good literature review write-up? 5. Discuss the four components of literature review. Question and Answer Session Q&A Next Session Qualitative Data Collection Methods  Learning Outcomes You will be able to 1. Understand the concepts of quantitative research 2. Understand the data types in quantitative research Structure of the lesson 1. Definition of quantitative research 2. Central concepts in quantitative concepts 3. Data types Slide 4 (of 11) Quantitative Research 1. Typically involves counting or measuring 2. Often statistical tests are applied to detect or confirm trends 3. Purpose is to get clear-cut, precise and accurate results, factually reflecting the situation under study 4. Questionnaire is one of the popular tools for the quantitative research Quantitative data Data sources include 1. Surveys where there are a large number of respondents (esp where you have used a Likert scale) 2. Observations (counts of numbers and/or coding data into numbers) 3. Secondary data (government data; SATs scores etc) Analysis techniques include hypothesis testing, correlations and cluster analysis Example An example of quantitative research is the survey conducted to understand the amount of time a doctor takes to tend to a patient when the patient walks into the hospital. Steps to do a QNT Research 1. Define the problem/ survey topic 2. Use previous studies & expert advice 3. Define research questions/ objectives 4. Define study population and sample size 5. Develop a questionnaire 6. Data Analysis 7. Report Writing Advantages 1. Broad coverage (local, national, international) 2. Frank and anonymous answers 3. Economical for large population 4. Less Time consuming 5. Numerical data (easy to analyze) 6. Filling at a convenient time 7. Easy to respond (fixed responses) 8. Good for sensitive & ego-related Qs. 9. Original hard-to-obtain data Disadvantages 1. No clarification for arguable questions 2. Inadequate motivation to respond 3. Poorly worded or direct questions 4. Unattractive style and format 5. Low response rate 6. Inaccurate responses – no verification 7. Limited fixed responses 8. Cannot uncover causes or relationships for attitudes, beliefs, actions  Mail Web-based Questionnaires Group E-mail Interview  Scaling Responses Likert-type Scale: Each response is assigned a numeric ranking based on a continuum that contains predetermined units of measurement Designed to show a differentiation among respondents' opinions How important is …. (very important, important ….) How adequate are …. (v. adequate ……..inadequate) How frequently do you... (frequently … infrequently)  Scaling Responses Q. How would you rate the food quality of APU Canteen? 1 2 3 4 5 6 7 Bad … ……… … … … Good Unfair … ……… … … … Fair Harsh … ……… … … … Gentle Quantitative Researchers’ Worries What causes something else? How to measure things? How small patterns generalize to big patterns?  Some things can’t be Doesn’t tell measured – or you why measured accurately What’s Can be impersonal – no Data can be wrong engagement static – with quant with human snapshots of a behaviours or point in time research? individuals Can tell a version of the truth (or a lie?) Definition Quantitative research is a process that is systematic and objective in its ways of using numerical data from only a selected subgroup of a population to generalise the findings to the population that is being studied. Keywords: objective, numerical data, generalise Concepts Dependant and Sample independa size nt variables Population Reliability Concepts in Sampling unit quantitati Validity ve research Data types nomin al Dat ration a ordinal type s Interva l Nominal Scales Values are distinguished from each other simply by different names using statistical point of view without any order or structure Eg. - A person’s gender – male or female Male :1 Female: 2 - Marital status : YES / NO Ordinal scales Essentially the same with nominal scales but may be arranged in an order in terms of power of measurement. eg. The size of clothes – small, medium, large Interval scales Numeric scale with quantity that not only arrange objects according to their sequence but also reflects quality. Eg. Evaluation of an overall performance of a speaker 1 = Poor 2 = Fair 3 = Good 4 = Very Good 5 = Excellent Interval It is not only possible to determine who is the best speaker, but also the second best, third best and so on Ratio scales Physical measurements of height, weight and length The scale of measurement has a true point of zero Eg. 15 years is 3 x 5 years of age RM20 is 2 x RM10 Conclusion Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre- existing statistical data using computational techniques. Q&A  Next Session Literature Review  1. What is Research? 2. Importance of Research 3. Purposes of Research 4. Types of Research Paper 5. Quantitative vs. Qualitative research Topic & 6. The Research Process Structure 7. Benefits of Knowing Research of lesson 8. Internal & External Researchers 9. Identifying the stages in planning research 10. Problem definition 11. Formulating research questions 12. Formulating research hypothesis 13. Formulating research objectives  Student will be able to: 1. explain the meaning of “research” 2. understand the importance of research in degree study 3. understand the difference between primary research and secondary Learning research Outcome 4. understand the importance of critical thinking s 5. identify purposes of research 6. distinguish types of research papers 7. distinguish between quantitative and qualitative research 8. outline research processes 9. Identify internal and external research and its role  What is Research? “Research can be described as a systematic and organized effort to investigate or scientific inquiry of a specific problem that needs a solution or answer” (Sekaran 1992, p.4). Keywords: 1. Systematic and organized 2. It encompasses the processes of inquiring / investigating – end result would help to solve problems or suggest ways to solve problems. What can be researched? “Research is a systematized effort to gain new knowledge” (Redman & Mory, 1923: 10) What can be researched? About 25,000 people die every day of hunger or hunger-related causes (United Nation, 2012). It is children who die most often. BUT There is plenty of food in the world for everyone. The problem is that hungry people are trapped in severe poverty. View: http://www.poverty.com/ This is one person every three and a half seconds, as you can see on this display. Definition of research Research is a scientific method of solving unsolved problems for our economy and society. (Professor N.K Sharma, 2011)  To obtain familiarity with a phenomenon or to gain new insights (exploratory or formulative research Objectives studies) of research To depict the actual characteristics of a particular individual, situation or group (descriptive research studies) Exploratory Research Exploratory research is defined as a research used to investigate a problem which is not clearly defined. It is conducted to have a better understanding of the existing problem but will not provide conclusive results. For such a research, a researcher starts with a general idea and uses this research as a medium to identify issues, that can be the focus for future research. Descriptive Research Study Descriptive research refers to the methods that describe the characteristics of the variables under study. This methodology focuses on answering questions relating to “what” than the “why” of the research subject. The primary focus of descriptive research is to simply describe the nature of the demographics understudy instead of focusing on the “why”.  To determine the frequency of some occurrences that is related with something Objectives else (diagnostic of research) To examine a research hypothesis of a causal relationship between variables (hypothesis- testing research studies)  Producing a research paper at degree level is not the same as writing assignments. Research in Degree Studies A research paper is a piece of academic writing that requires a more critical and thoughtful level of inquiry or investigation than you might be used to.  What does Research in Degree studies involve? 1. Doing secondary research i.e. familiarising yourself with the work of “experts” – this process is known as a Literature Review. 2. Doing a primary research – to build upon what you have already found out about a subject. 3. Comparing the findings and drawing your own conclusions. Steps in planning research paper 3. Choosing a 1. Defining 2. Literature suitable the problem Review research design 4. Choosing a 6. Processing 5. Gathering suitable and analysing data sampling the data design 7. Preparing the report Adapted from Zamalia Mahmud, 2009. Handbook of research methodology.: a simplified version.Malaysia:UPENA  What is the problem/s to be solved? Problem Type of information definition needed to solve the problem Problem definition  Problem Definition What is the problem? + Type of information needed to solve the problem Refugee Children  Hypothesis – unproven proposition or supposition that tentatively explains certain facts or Formulatin phenomena g research hypothesi s Proposition that is empirically testable by studying the relationship among variables Example of a Hypothesis If we increase the amount of light during studying, then the student's performance on exams will decrease  Research objectives  statements the research project Formulatin will attempt to g research achieve objectives Derived from the problem definition Derivation of research objectives Problem Definition Research Questions Research Objectives Research Hypotheses Methods vs Methodology Research methods techniques for conduction of research (interview, questionnaire)  Research Methodology – a way to systematically solve a problem. Remember this… research methodology is the areas that need attention  Types of Research Papers a. Descriptive vs Analytical b. Applied vs Fundamental c. Quantitative vs Qualitative d. Conceptual vs Empirical e. Other types – one-time/longitudinal, field setting/laboratory/simulation, clinical/diagnostic, exploratory, historical, conclusion oriented Descriptive Paper includes surveys and fact-finding enquiries Describes the situation as it exists at present Ex post facto research- researcher has no control over the variables only report what has happened or what is happening For example, a researcher researching the income of the employees in a company, and the relationship with their performance. A survey will be carried out to gather enough data about the income of the employees, then their performance will be evaluated and compared to their income.  researcher seeks to measure such items as, for example, frequency of shopping, preferences of people, or similar data. Ex post facto studies also include attempts by researchers to discover causes even when they cannot control the variables. The methods of research utilized in descriptive research are survey methods of all kinds, including comparative and correlational methods.  Analytical Paper You do research to become an expert on a topic so that you can present the topic from your own perspective. In the end, you will be able to contribute your own thoughts to the academic discussion by drawing some conclusions about the topic you have analysed. Example: Analytical Research What is the experts’ point of view about space tourism? What is your point of view about space tourism? Important  Argumentati ve (Persuasive) Paper Your approach here is to take a stand on an issue and use evidence to back-up your stance and not to explore a topic. For example, worker's work quality improve after implementing a 4-day work week  Shouldn’t be confused or Argume contemplating, ntative (Persua otherwise your sive) argument will be Paper weak! Either A or B, not AB! The genre of argumentative research Counter Introducti Problem Body of Assumptio argument Discussion on statement paper ns s Pull Identify Reasons Counter Strong Your reader in and for argue the argumen voice Explain explain supportin other ts that What do problem/ problem g your voice unpack you topic Include argumen assumpti make out Context purpose t ons of the Outline statemen From argumen key t literature t? argumen sentence or Implicati t and research ons for significan data practice ce of Show So what? argumen why t argumen t is significan t with evidence Scientific research vs non-scientific research Non-scientific Scientific research research Determined by Intends to find out the logical connections nature of the reasons and ONLY commits for, consequences of to objective a particular set of considerations. circumstances, whether these circumstances are experimentally controlled or just recorded. Northern Lights….Let’s read… The bright light is a natural phenomena that can be seen in North America and some carts in Southwest of Canada. The light appears in many shades and forms like rippling curtains or shooting rays that brightens the sky. Scientific research vs non-scientific research Scientific research The Northern Lights (TNL) are due to the charged particles released from the sun’s atmosphere caused by the collisions between gaseuos particles. Non-scientific research TNL indicates the location of manabai'wok (giants) who were the spirits of great hunters and fishermen. The lights also represent the http://www.northernlightscentre.ca/northernlights.html spirits of the animals hunted by the Inuit. Benefits of Knowing Research and Research Methods 1. Able to identify and effectively solve minor problems 2. Able to differentiate good research from bad research 3. Appreciate and be aware of the various factors that influences a situation 4. Allows one to take calculated risk 5. Enables an effective communication with hired researchers or consultants  Internal and External Consultants/Researchers Internal Own consulting or research department within the organization e.g Management Service Department or R&D Department External consultants/research agencies who have had relevant experience in a particular area. Hired based on project basis Internal vs. External Consultants/Researchers Advantages of internal research team Being readily accepted Aware of the organization and its missions Available for implementation and post- evaluation The cost of an internal team might be lower than the external team Internal vs. External Consultants/Researchers Disadvantages of internal research team May be stereotype due to the long tenure in the organization Influence is possible by concerned parties within the organization Not regarded as qualified parties for recommendation biased Internal vs. External Consultants/Researchers Advantages of external research team Can draw on wealth of experience since they would have worked on various projects and several alternatives in solving the problems Able to consider various method of research especially current sophisticated problem-solving models Not biased Internal vs. External Consultants/Researchers Disadvantages of external research team The cost of hiring is high Time is required for one to understand the organization Organizational members might not be very cooperative If implementation and post-evaluation assistance are required then extra charges and charged  What is Research? Explain the difference between applied and basic research. Why is it important for managers to understand research? Revision When would you advise one to Question engage an external research s team compared to using an existing internal research team? Name the TWO (2) purposes of research. What are the two main types of research paper? Outline the 7-steps of the research process in detail. Question and Answer Session Q&A  Next Session Quantitative Data Collection Methods