ITIS304 Research Methodology Chapter 2-Planning the Research PDF

ITIS304 Research Methodology CHAPTER 2: PLANNING THE RESEARCH Source: Bell, J., & Waters, S. (2014). Doing Your Research Project : A Guide for First-time Researchers (Vol. Sixth edition). Maidenhead, Berkshire, England: McGraw-Hill Education....

ITIS304 Research Methodology CHAPTER 2: PLANNING THE RESEARCH Source: Bell, J., & Waters, S. (2014). Doing Your Research Project : A Guide for First-time Researchers (Vol. Sixth edition). Maidenhead, Berkshire, England: McGraw-Hill Education. 1 Objectives This chapter provides you with : ▪a step-by-step approach to planning your project. ▪identifying the purpose of the study and taking you through the initial groundwork stages. ▪ developing a hypothesis, making your first attempts at writing a question and planning a schedule. ▪How to plan your schedule – planning a realistic timetable for your work, and sticking to it 2 Content: 2.1 Characteristics and Sources of a Good Problem 2.2 Factors To Consider In Selecting A Research Problem 2.3 Selecting a topic 2.4 Getting started 2.5 The purpose of the study 2.6 Hypotheses, objectives and researchable questions 2.7 Working title and the project proposal 2.8 Timing 2.9 Writing as you go along and the research diary 2.10 Ethics and Integrity in Research 2.11 What is Informed Consent? RESEARCH METHOD-CHAPTER 1 3 2.1 Characteristics and Sources of a Good Problem ▪1. Interesting : keeps the researcher interested in it throughout the research process ▪2. Researchable : can be investigated through the collection and analysis of data ▪3. Significant : contributes to the improvement and understanding of educational theory and practice ▪4. Manageable : fits the researcher‘s level of research skills, needed resources, and time restrictions ▪5. Ethical : does not embarrass or harm participants RESEARCH METHOD-CHAPTER 1 4 2.2 Factors To Consider In Selecting A Research Problem ▪1. Interest: ▪ The most important criterion in selecting a research problem. ▪ The whole research process is normally time consuming and a lot of hard work is needed. ▪ If you choose a topic which does not greatly interest you, it would become difficult to keep up the motivation to write. ▪2. Expertise : ▪ Before selecting a research problem, you need to ensure that you met certain level of expertise in the area you are proposing. ▪ Make use of the facts you learned during the study and of course your research supervisors will lend a hand as well. RESEARCH METHOD-CHAPTER 1 5 2.2 Factors To Consider In Selecting A Research Problem ▪3. Data availability: ▪ If your research title needs collection of information (journal, reports, proceedings) before finalizing the title, you need to make sure you have these materials available and in the relevant format. ▪4. Relevance : ▪ Always choose a topic that suits your interest and profession. ▪ Ensure that your study adds to the existing body of knowledge. RESEARCH METHOD-CHAPTER 1 6 2.2 Factors To Consider In Selecting A Research Problem ▪5. Ethics: ▪ In formulating the research problem, you should consider some ethical issues as well. ▪ Sometimes, during the research period, the study population (people) might be adversely affected by some questions. ▪ In ICT, some scenarios might occur especially research related information security, which might concern certain authorities. ▪ Therefore, it is always good for you to identify ethics related issues during the research problem formulation itself. RESEARCH METHOD-CHAPTER 1 7 2.3 Selecting a topic ▪Selecting a topic is more difficult than it might seem. ▪With limited time at your disposal, there is a temptation to select a topic before the groundwork has been done but try to resist it. ▪Prepare well and you will save time later. ▪Your discussions and inquiries will help you to select a topic which is likely to be of interest, which you have a good chance of completing, which will be worth the effort and which may even have some practical application later on. ▪ RESEARCH METHOD-CHAPTER 1 8 2.3 Selecting a topic ▪Create a list of topics you are interested to research ▪Think about what might be involved in each topic and which will be likely to maintain your interest. ▪If you become bored with a topic, the time will drag unmercifully, and the likelihood is that the quality of your research will suffer. ▪Talk to colleagues and friends about your initial ideas. ▪They may be aware of sensitive aspects of certain topics that could cause difficulties at some stage, or they may know of other people who have carried out research in one or more of your topics who would be willing to talk to you. ▪ Early consultation is essential if you are to avoid difficulties later. RESEARCH METHOD-CHAPTER 1 9 2.4 Getting started ▪Google (Google Scholar) your topic to see if similar research has already been conducted. ▪write your research topic in the form of a question when carrying out a Google search. ▪Try similar keywords or synonyms related to your question. ▪ For example, for the topic ‘How do houses built before 1900 contribute to global warming?’, ‘houses’ could be replaced by ‘homes’ and ‘built before 1900’ could become ‘pre-1900’ or ‘in the eighteenth century’. ▪You can also search in Twitter and linked-In to get connections with people working in the same field of research RESEARCH METHOD-CHAPTER 1 10 2.4 Getting started ▪Try to reduce your list of research topics to a choice of two – one likely to be of main interest and the second to fall back on if your preliminary investigations throw up problems. ▪So far, you have been thinking in general terms but now you need to start the process of trying out ideas and asking yourself questions ▪Start with your first choice and begin to make notes of your ideas. ▪ If you prefer a digital record, you can use the note-making tool that may have come free with your smartphone or tablet. ▪identify your notes with tags and organize them into different categories so that you can easily find them. ▪ The purpose of this is to help you to clarify your thoughts and to try to decide what you actually mean by each statement and each question RESEARCH METHOD-CHAPTER 1 11 2.4 Getting started ▪ It will give you ideas about refining the topic so that you will not be attempting to do research into everything there is to know about the topic, but into one precise aspect of the topic. ▪ It will give you clues as to whether this topic is likely to be too complex for you to complete in your timescale, or whether it might prove impossible because you would require access to confidential information that in all probability would not be forthcoming. ▪Your first shot will be a mess but that doesn’t matter. ▪Your second attempt will be far more focused and you will be on the way to making a fairly firm decision about which aspect of your topic to investigate. ▪Incidentally, don’t throw away your first or your second attempts until after your research is complete, examined and/or your work is published. ▪You may need to refer to first shots and early drafts at some stage, RESEARCH METHOD-CHAPTER 1 12 2.5 The purpose of the study ▪Start with the purpose of the study. ▪It might be difficult at this stage to provide the exact wording but it’s important to know why you want to carry out this research. ▪Think about it. ▪Write down your ideas. ▪Ask yourself questions and make a note of any prompts about the likely sub-questions. ▪Be critical. The purpose of this study is... what? RESEARCH METHOD-CHAPTER 1 13 2.5 The purpose of the study ▪These questions will give you and your supervisor some idea of where you are heading. ▪You’re still at the what stage (the how stage comes later), but each stage continues to be a process of refining and clarifying so that you end with a list of questions, tasks or objectives that you can ask, perform or examine. ▪These will become as researchable questions, which will take you a major step forward in the planning of your project. RESEARCH METHOD-CHAPTER 1 14 2.6 Hypotheses, objectives and researchable questions ▪A hypotheses is a tentative proposition which is subject to verification through subsequent investigation. It may also be seen as the guide to the researcher in that it depicts and describes the method to be followed in studying the problem. ▪In many cases hypotheses are hunches that the researcher has about the existence of relationship between variables ▪hypotheses make statements about relations between variables and provide a guide to the researcher as to how the original hunch might be tested. ▪If we hypothesize, that age (one variable) has an influence on degree results (another variable), then we can attempt to find out whether that is the true – at least among the individuals in our sample. ▪The results of the research will either support the hypothesis (that age does have an influence on degree results) or will not support it (age has no influence on degree results) RESEARCH METHOD-CHAPTER 1 15 2.6 Hypotheses, objectives and researchable questions (cont.) ▪Common sources of research questions: 1. Personal interest/experience 2. Theory 3. The research literature 4. New developments in society 5. Social problem Source: Bryman, A. (2012). Social research methods. Oxford university press. RESEARCH METHOD-CHAPTER 1 16  2.6 Hypotheses, objectives and researchable questions (cont.) Source: Bryman, A. (2012). Social research methods. Oxford university press. RESEARCH METHOD-CHAPTER 1 17 2.7 How to write a Research Proposal ? Proposal will include Title 1. Introduction 2. Problem statement 3. Research Aim & Objectives 4. Hypothesis 5. Scope and limitation of the research 6. Timeline 7. Academic, Scientific and/or Innovation Significance 8. Benefits to Oman 9. References RESEARCH METHOD-CHAPTER 1 18 Formulation of the Research Title These are also the characteristics of the title. 1. Generally, the title is formulated before the start of the research work. It may be revised and refined later if there is a need. 2. The title must contain the subject matter of the study, the locale of the study, the population involved, and the period when the data was gathered and where gathered or will be gathered. 3. It must be broad enough to include all aspects of the subject matter studied or to be studied. Hence, the title indicates what is expected to be found inside the research report. 4. It must be as brief and concise as possible. 5. Avoid using the terms ―An Analysis of‖, ―A Study of,‖ ―An Investigation of,‖ and the like. All these things are understood to have been done or to be done when a research is conducted. 19 Examples of Research Titles ▪Multimodal 2D+3D Facial Expression Recognition With Deep Fusion Convolutional Neural Network ▪IndoTrack: Device-Free Indoor Human Tracking with Commodity Wi-Fi ▪Detection of malicious transactions in databases using dynamic sensitivity and weighted rule mining ▪Factors influencing the use of Mobile Banking: The case of SMS-based Mobile Banking ▪A usability assessment of e-government websites in Sub-Saharan Africa 20 2.7.1. Introduction In the formulation of an introduction, the following should be considered: 1. Philosophy or rationale of the problem 2. The legal basis/es 3. Historical Setting 4. Preview of the whole study 21 2.7.2 Statement Of The Problem The following are suggested to guide the researcher in the formulation of his general as well as his specific sub-problems or questions. These are also the characteristics of specific questions: 1. The general statement of the problem and the specific sub-problems or questions should be formulated first before conducting the research. 2. It is customary to state specific sub-problems in the questioning form. Hence, sub- problems are called specific questions. 3. Each specific question must be clear and unambiguous, that is, it has only one meaning. It must not have dual meanings. 4. Each specific question is researchable apart from the other questions, that is, answers to each specific question can be found even without considering the other questions. 22 2.7.3 Statement Of The Problem 5. Each specific question must be based upon known facts and phenomena. Besides, data from such known facts and phenomena must be accessible to make the specific question researchable. 6. Answers to each specific question can be interpreted apart from the answers to other specific questions. 7. Answers to each specific question must contribute to the development of the whole research problem or topic. 8. Summing up the answers to all specific questions will give a complete development of the entire study. 9. The number of specific questions should be enough to cover the development of the whole research problem or study. 10. Generally, there should be a general statement of the problem and then this should be broken up into as many sub-problems of specific questions, as necessary. 23 2.7.4. Research Aim & Objectives Aim – Define the overall purpose of your research Objectives – Describe what you expect to achieve 24 2.7.5. Hypotheses ▪A hypothesis is a possible answer to a research question raised at the beginning of the investigation. ▪ Its validity is unknown. ▪ A statement which expresses the relationship between the variables in a study (Family Income and Expenditure) ▪ A statement which expresses the differences between two groups in respect of some variable (Grades of boys Vs girls) ▪ A statement which postulates the existence of a specific characteristic (stress relating to job) ▪Not all research require the use of hypotheses. 25 Hypothesis sources ❑Related Theory ❑Previous studies ❑Personal experience ❑Observation ❑Creative thinking 26 Hypothesis formats ❑ If-then statements ❑ If students attend extra classes, then their GPA will be increased ❑ Directional statements ❑ Boys score high marks than girls in Math exams ❑ The greater the workload, the lower the job performance ❑ Non-directional statements ❑ There is a relationship between gender and motivation ❑ There is a difference in the driving ability of men compared to women 27 Hypothesis types ❑ NULL hypothesis ❑ There is no significant relationship between two variables ❑ There is no significant difference between the groups ❑ A specific characteristic does not exist ❑ ALTERNATE hypothesis ❑ There is a significant relationship between two variables ❑ There is a significant difference between the groups ❑ A specific characteristic does exist 28 Examples of Null Hypothesis ❑ H0: There is no significant relationship between workload and job performance. ❑ H0: There is no significant difference in the marks of boys and girls in Math exams. ❑ H0: There is no stress in teaching jobs. 29 Examples of Alternate Hypothesis ❑ H1: There is negative significant relationship between workload and job performance. ❑ H1: There is significant difference in the marks of boys and girls in Math exams. ❑ H1: There is stress in teaching jobs. 30 2.7.6 Scope and limitation of the research The scope of the study defines where and when the study is conducted and who the subjects are. This includes: ▪coverage of the study, ▪area, the subject, ▪the research instruments, ▪the research issues and concerns, ▪the duration of the study ▪and the constraints that have direct bearing on the result of the study. 31 2.7.7. Timeline ▪Based on the research process create a time plan ▪Make sure that you draw up a timetable for your research and put deadlines into your calendar. ▪ Don’t underestimate the amount of time that reading and background research will take. ▪Try to stick to your timetable/deliveryplan. ▪If a task takes longer than you thought, reset your deadlines and work to the new timetable. 32 2.7.8. Academic, Scientific and/or Innovation Significance ▪Your study should have a value not only to yourself but to the society ▪it should have an impact on your field of specialization, and you should mention the sectors that will be benefited by your studies. Guidance in explaining the importance of the study. 1. The rationale, timeless, and/or relevance of the study. 2. Possible solutions to existing problems or improvement to unsatisfactory conditions. 3. Who are to be benefited and how they are going to be benefited. 4. Possible implications: Includes causes of the problems. It also includes the good points of a system which ought to be continued or to be improved if possible. 33 2.7.9. Benefits to Oman Write the benefits to Oman 34 2.7.10. References Follow APA style 35 2.8 Writing as you go along and the research diary ▪Writing should be ongoing, starting with your planning and topic selection and from then on, as you go along. ▪Start with a personal research diary, research log or research notebook. ▪This can be a hard copy notebook or your notes can be in digital form – whichever works best for you. ▪Everyone has different ideas about what should go in and what should be left out. ▪ Keep your notebook with you at all times, or if you are working digitally, save your research diary file to whichever device you carry with you, and back it up elsewhere too. ▪This document will track the progress of your research and be invaluable when you are describing the process of your research in your final report. RESEARCH METHOD-CHAPTER 1 36  2.9 Planning the Project Checklist 1. Draw up a shortlist of topics then decide on a shortlist of two. 2. Make a list of first – and second – thoughts, questions or produce a chart or mind-map of ideas, possible problems – anything you can think of. 3. Select the precise focus of your study. Make sure you are clear about the purpose of the study 4. Go back to your charts and lists of questions, delete any items which do not relate to your selected topic, add others which do, eliminate overlap and produce a revised list of key questions 5. Draw up an initial project outline. Check that you are clear about the purpose and focus of your study, have identified key questions, know what information you will require and have thought about how you might obtain it. 6. Consult your supervisor at the stage of selecting a topic and after drawing up a project outline 7. Keep a brief record of what has been discussed, and agreed in supervisory tutorials. Start a research diary as soon as you start your research. RESEARCH METHOD-CHAPTER 1 37 2.10 Ethics and Integrity in Research ▪It is your responsibility to discover whether any restrictions or legal requirements relate to your research. ▪Many organizations now have ethical guidelines, codes of practice and protocols. Make sure you know if such guidelines exist and conform to their requirements. ▪Always aim for the informed consent of your participants. And make sure that your participants’ understanding of ‘informed consent’ is the same as yours. Remember that they should not be expected to sign a protocol form unless they have had time to read and consider the implications. ▪Confidentiality and anonymity are generally promised to participants. ▪You must never break any promises to participants, so watch your language and never promise anything you can’t deliver. RESEARCH METHOD-CHAPTER 1 38 2.11 What is Informed Consent? Informed consent is the process of telling potential research participants about the key elements of a research study and what their participation will involve. The informed consent process is one of the central components of the ethical conduct of research with human subjects. Why is the Informed Consent Necessary? ▪ Ethical requirement---respect for persons ▪ Ensures the subject is fully and accurately informed ▪ May demonstrates comprehension of the information ▪ Authenticates decision is voluntary ▪ Protect the rights, safety and well-being of subjects RESEARCH METHOD-CHAPTER 1 39 Informed Consent Process ▪More than the signing of the Informed Consent Form (ICF) ▪It is an ongoing process ▪Begins with recruitment material such as flyers, ads, emails. ▪Continues with the first conversation regarding the study with the potential subject ▪Discussion/Exchange of information/Dialogue regarding the actual consent form ▪Consideration of participation (allow time for thought, discussion with family / friends) ▪Need for additional information and/or clarification of information (Always allow time for questions) How to Conduct the ICP? The consent process can be analyzed as containing three elements and broken up into three sections: ◦ Information, ◦ Understanding, and ◦ Voluntariness Information This element involves providing participants with all the necessary details about the process or study. It includes: Purpose: Why the data or participation is being collected. Procedures: What will happen during the process or study. Risks and Benefits: Potential risks and benefits involved. Confidentiality: How the information will be protected and used. Voluntary Participation: Confirmation that participation is voluntary and participants can withdraw at any time. Understanding This ensures that participants comprehend the information provided. It involves: Clarity: The information should be presented in a clear, understandable manner, free from jargon. Questions and Answers: Participants should have the opportunity to ask questions and receive answers to clarify any uncertainties. Comprehension: Assessing whether participants truly understand what they are agreeing to, which might involve follow-up questions or additional explanations if necessary. Voluntariness This element focuses on ensuring that participants give their consent freely without coercion or undue pressure. It includes: Free Choice: Participants should make the decision to participate without any form of coercion or undue influence. Right to Withdraw: Participants should be informed of their right to withdraw from the process or study at any time without facing negative consequences. 45