Basics Of IE Research PDF

BASICS OF IE RESEARCH KATRINA D. ARPON A. THE RESEARCH PROBLEM A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to the n...

BASICS OF IE RESEARCH KATRINA D. ARPON A. THE RESEARCH PROBLEM A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to the need for meaningful understanding and deliberate investigation. In some social science disciplines the research problem is typically posed in the form of a question. A research problem does not state how to do something, offer a vague or broad THE PURPOSE OF A PROBLEM STATEMENT IS TO: 1.Introduce the reader to the importance of the topic being studied. The reader is oriented to the significance of the study and the research questions or hypotheses to follow. 2.Places the problem into a particular context that defines the parameters of what is to be investigated. 3.Provides the framework for reporting the results and indicates what is probably CHARACTERISTICS OF AN EFFECTIVE RESEARCH PROBLEM There are several factors that ensure a research problem is clear, well-defined and easy to follow throughout the duration of a study. Understanding these aspects of a research problem can help as you identify and create your own. Some characteristics to consider when aiming to define a research problem include: Reflecting on issues or required knowledge in a particular field prior to conducting a study  Ensuring that the topic you aim to examine has a sufficient amount of relevant data Relying on reputable evidence and data and disregarding information that you can't verify Remaining practical, manageable and communicative with researchers involved in data collection and analysis Adhering strictly to a budget and timeline  TYPES OF A RESEARCH PROBLEM Here are three types of research problems that can help you decide on the best format to use: 1. Theoretical research problems It allows you to contribute to the overall information and knowledge in an area of study. These kinds of research problems are exploratory and provide basic definitions of a problem's overarching nature or areas of informational gaps. Theoretical research problems can address contradictions between two or more perspectives or address an unresolved question. Researchers develop their hypotheses for these problems according to a particular theory, typically stemming from social philosophy. For example, Albert Einstein's theory of relativity began as a theoretical research problem before he eventually 2. Applied research problems Or nonsystematic problems, involve the practical use of theoretical knowledge, meaning that scholars may use a particular theoretical framework to gain information. It also includes an exploratory hypothesis and tests to verify the accuracy of the hypothesis. Social scientists typically use applied research problems in studies where the objective is to provide practical and applicable solutions to help specific individuals and groups if they encounter challenges. For example, a marketing company may define an applied research problem of how to better market its services to a particular audience. 3. Action research problems Similar to applied research problems, action research problems also aim to provide solutions for problems but are typically more time-sensitive in nature. Action research problems can also be one component of a larger reflective process that combines ongoing research, analysis and action. Researchers develop and implement a research strategy to create innovative solutions and discoveries as soon as possible. For example, an action research problem in education might include finding a solution for a district-wide problem impeding student success. This may include school staff members working together and using district-wide action research data to find a solution.  HOW TO DEFINE A RESEARCH PROBLEM Consider following these steps when aiming to define your own research problem: 1. Identify a general area of interest As you determine an area of study, consider areas that haven't been explored thoroughly or present challenges within a particular field. Assess how you might address the area of concern and whether you can develop a research problem related to this issue. If your research is action- based or applied, consider contacting those who work in a relevant field to attain feedback about problems to address. You can also follow up on research that others have already conducted. Consider these various aspects when choosing an area of interest: Contradictions between two or more theoretical perspectives Situations or natural relationships that haven't been investigated thoroughly Processes in an institution or organization that you and your research team could improve Areas of concern raised by individuals who work or are experts in a particular industry 2. Learn more about the problem The next step is to learn more about the area of interest. Ask yourself what you need to know about a particular topic before you begin your study. Assess who or what it might affect and how your research could address those relationships. Consider whether other research groups have already tried to solve the problem you're interested in analyzing and how your approach might differ. 3. Review the context of the information Reviewing the context of your research involves defining and testing the environmental variables in your project, which may help you create a clear and focused research problem. It may also help you note which variables are present in the research and how to account for the impact that they may have on it. By reviewing the context, you may easily estimate the amount of data your research is likely to require. 4. Determine the relationships between variables After identifying the variables involved in your research, you can learn how they're related to one another and how these relationships may contribute to your research problem. Consider generating as many potential perspectives and variable interactions as possible. Identifying the relationships between variables may be useful when deciding the degree to which you can control them in your study and how they might affect potential solutions to the problem you're addressing. 5. Select and include important variables A clear and manageable research problem typically includes the variables that are most relevant to the study. A research team summarizes how they plan to consider and use these variables and how they might influence the results of the study. Selecting the most important variables can help the study's audience better understand the trajectory of your research and the potential impact of the solution. 6. Receive feedback and revise Consider contacting mentors, teachers or industry experts for feedback on your research problem. They may present you with new information to consider or suggest you edit a particular aspect of your research design. Revising your research problem can be a valuable step in creating impactful and precise research, as well as developing beneficial research skills. However, before asking for feedback, try asking yourself these guiding questions: Does my research problem allow for several solutions and outcomes? Am I creating a study that has a testable hypothesis or theory? Am I defining all the terms correctly? Is my research objective comprehensive? Are all parts of my project understandable? If you answer affirmatively to most or all of these questions, it's likely that you have an effective research problem and can progress with your study. B. VARIABLES AND HYPOTHESES Variable is any entity that can take on different values. So what does that mean? Anything that can vary can be considered a variable. For instance, age can be considered a variable because age can take different values for different people or for the same person at different times. Similarly, country can be considered a variable because a person's country can beconcept A assignedora value. abstract idea that can be described in measurable terms. In research, this term refers to the measurable characteristics, qualities, traits, or attributes of a particular individual, object, or situation being studied.  - a concept or abstract idea that can be described in measurable terms. In research, this term refers to the measurable characteristics, qualities, traits, or attributes of a particular individual, object, or -situation being things that westudied. measure, control, or manipulate in research. They differ in many respects, most notably in the role they are given in our research and in the type of measures that can be applied to them - an object, event, idea, feeling, time period, or any other type of category you are trying to measure. There are two types of variables-independent and dependent.  - by itself, the statement of the problem usually provides only general direction for the research study; it does not include all the specific information. There is some basic terminology that is extremely important in how we communicate specific information about research problems and Example of Variable about research in general. A concept which can take on different quantitative values is called a variable. As such the concepts like weight, height, income are all examples of variables. Qualitative phenomena (or the attributes) are also quantified on the basis of the presence or absence of the concerning attributes(s). Age is an example of continuous variable, but the number of male and female respondents is an example of discrete variable. Types of Variable An independent variable is the variable that is changed or controlled in a scientific experiment to test the effects on the dependent variable Independent variable is exactly what it sounds like. It is a variable that stands alone and isn't changed by the other variables you are trying to measure. For example, someone's age might be an independent variable. Other factors (such as what they eat, how much they go to school, how much television they watch) aren't going to change a person's age. In fact, when you are looking for some kind of relationship between variables you are trying to see if the independent variable causes some kind  A dependent variable is the variable being tested and measured in a scientific experiment Dependent variables are the outcome variables and are the variables for which we calculate statistics. The variable which changes on account of independent variable is known as dependent variable. Consider other examples of independent and dependent variables: Example 1: A study of teacher-student classroom interaction at different levels of schooling. * Independent variable: Level of schooling, four categories – primary, upper primary, secondary and junior college. * Dependent variable: Score on a classroom observation inventory, which measures teacher – student interaction Example 2: A comparative study of the professional attitudes of secondary school teachers by gender. * Independent variable: Gender of the teacher – male, female. * Dependent variable: Score on a professional attitude inventory Concept of Hypothesis Hypothesis is usually considered as the principal instrument in research. The derivation of a suitable hypothesis goes hand in hand with the selection of a research problem. What a researcher is looking for is a working or positive hypothesis. Meaning of Hypothesis The word hypothesis (plural is hypotheses) is derived from the Greek word – ‘hypotithenai’ meaning ‘to put under’ or ‘to suppose’ for a hypothesis to be put forward as a scientific hypothesis, the scientific method requires that one can test it. An idea or explanation for something that is based on known facts but has not yet been proven Importance of Hypothesis  The importance of hypotheses is generally recognized more in the studies which aim to make predictions about some outcome. In experimental research, the researchers is interested in making predictions about the outcome of the experiment or what the results are expected to show and therefore the role of hypotheses is considered to be of  Hypotheses utmost importance. facilitate the extension of knowledge in an area  Hypotheses provide the researcher with rational statements  Hypotheses provide direction to the research. It defines what is relevant and what is irrelevant.  Hypotheses provide the basis for reporting the conclusions of the study Sources of Hypothesis  Review of similar studies in the area or of the studies on similar problems;  Examination of data and records, if available, concerning the problem for possible trends  Discussions with colleagues and experts about the problem, its origin Types of Hypothesis The six most common forms of hypotheses are: Simple Hypothesis Complex Hypothesis Empirical Hypothesis Null Hypothesis (Denoted by "HO") Alternative Hypothesis (Denoted by "H1") Logical Hypothesis Statistical Hypothesis Simple Hypothesis  is a prediction of the relationship between two variables: the independent variable and the dependent variable.  Drinking sugary drinks daily leads to obesity. Complex Hypothesis  examines the relationship between two or more independent variables and two or more dependent variables. Null Hypothesis  (H0) exists when a researcher believes there is no relationship between the two variables, or there is a lack of information to state a scientific hypothesis. Logical Hypothesis  is a proposed explanation possessing limited evidence. Generally, you want to turn a logical hypothesis into an empirical hypothesis, putting your theories or postulations to the test. Empirical Hypothesis  or working hypothesis, comes to life when a theory is being put to the test, using observation and experiment. It's no longer just an idea or notion. Statistical Hypothesis  is an examination of a portion of a population. Characteristics of a Good Hypothesis  Hypothesis should be clear and precise.  Hypothesis should be capable of being tested  Hypothesis should state relationship between variables  Hypothesis should be limited in scope and must be specific. C. RELATED LITERATURE The Review of related literature involves the systematic identification, location, and analysis of documents containing information related to the research problem. The term is also used to describe the written component of a research plan or report that discusses the reviewed documents.  The following general guidelines, however, can assist you: Avoid the temptation to include everything you find in your literature review, Bigger does not mean better. A smaller, well- organized review is definitely preferred to a review containing many studies that are more or less related to the problem. When investigating a heavily researched area, review only those works that are directly related to your specific problem. You’ll find plenty of references and should not have to rely on less-related studies. For example, the role of feedback in learning has been extensively researched for both animals and human beings, for verbal learning and nonverbal learning, and for a variety of different learning tasks. If you were concerned with the relationship between frequency of feedback and chemistry achievement, you would probably not have to review feedback studies related to animal learning.  When investigating a new or little-researched problem area, review any study related in some meaningful way to your problem. You’ll need to gather enough information to develop a logical framework for the study and a sound rationale for the research hypothesis. For example, suppose you wanted to study the effects on GPA of an exam for non-English speaking students. The students must pass the exam to graduate. Your literature review would probably include any studies that involved English as a second language (ESL) classes and the effects of culture-specific grading practices, as well as studies that identified strategies to improve the learning of ESL students. In a few years from now, there will probably be enough research on the academic consequences of such an exam on non-English speaking students to permit a much more narrowly focused literature review. SIMILARITIES BETWEEN REVIEW RELATED LITERATURE AND REVIEW OF RELATED STUDY a. Both RRL and RRS is done to understand a subject matter extensively. b. Help an individual to understand their topic of interest in-depth.what has already been discovered c. To understand about a topic and what needs to be researched further. DIFFERENCES BETWEEN REVIEW RELATED LITERATURE AND REVIEW OF RELATED STUDY a. Related Literature is done from books, professional journals, newspapers, magazines, and other publications. Related studies consists of theses, manuscripts, and dissertations. b. After Literature review, the individual tries to develop his/her own opinion on the topic. Review of related studies, is obtaining answers from what has been studied.