Research Methods in Architecture PDF

1 Republic of the Philippines SORSOGON STATE UNIVERSITY College of Engineering and Architecture BACHELOR OF SCIENCE IN ARCHITECTURE Sorsogon City RESEARCH METHOD IN ARCHITECTURE rafael j. balicano, fuap,dpa ...

1 Republic of the Philippines SORSOGON STATE UNIVERSITY College of Engineering and Architecture BACHELOR OF SCIENCE IN ARCHITECTURE Sorsogon City RESEARCH METHOD IN ARCHITECTURE rafael j. balicano, fuap,dpa  2 RESEARCH METHOD IN ARCHITECTURE COURSE DESCRIPTION Quantitative and operational methods in architectural design research activity requirement in use analysis. MODULE 2 I. METHODS OF RESEARCH There is no universally accepted scheme of classifying methods of research. A. BASED ON PURPOSE It refers to the extent to which the findings are used. 1. Basic Research Basic research, also known as “Fundamental” or “pure” research. It is directed towards developing new or fuller scientific knowledge or understanding of the subject rather than its practical application theories and hypothesis containing abstract and specialized concepts are developed and tested. The researcher’s intellect is generated and social implications of existing social problems are uncovered. 2. Applied Research Applied research, also known as action research. It is directed towards the practical application of knowledge. The theory may be supported, modified or revised. A new theory may even be provided. Applied research covers mostly social science areas, entails; large-scale studies with subsequent problems on data collection. It develops new skills or new approaches and to solve problems with direct application to the classroom or other applied setting. 3. Developmental Research Developmental research refers to the systematic work drawing on existing knowledge gained from research and/ or practical experience that is directed to producing new materials, products and devices; install new processes, systems and service; and improve substantially those already produced or installed. This type of research is often used in architecture, engineering and technology areas. The intention is to investigate patterns and sequences of growth and/or change as a function of time.  3 B. BASED ON METHOD 1. Historical Research According to Kerlinger (1972), historical research is the critical investigation of the following: a. events, b. developments and experiences of the past, c. the careful weighing of evidence of the validity of sources of information on the past and d. the interpretation of the weighed evidence. This type of research focus of the subject is the past where the data are gathered through the collection of original documents or interviewing eye witnesses. The purpose is to reconstruct the past objectively and accurately, often in relation to the tenability of a hypothesis. Primary sources are documents in which the individual describing the event was present when it occurred. Secondary sources are documents in which the individual describing the event but obtained his description from someone else who may or may not have been a direct observer. Having located documents related tom his problem, the historian researcher then evaluates them. Analysis of the documents involve carrying out external and internal criticism of each document External criticism in concerned primarily with questions related to whether or not the source is genuine. Internal criticism involves evaluating the probable accuracy of statements obtained in the document. 2. Descriptive Research It describes the population’s characteristics. Exploratory or normative surveys fall under this type of research. Selltiz, et. Al. (1979) defines it as a study where the major emphasis is on the discovery of ideas and insights. Qualitative methods (case studies, content analysis, ethnographic studies) and quantitative research (survey research, cross sectional survey, cohort study, correlation research, and longitudinal survey) are used. The purpose is to describe systematically a situation or area of interest factually and accurately. 3. Correlational Research It involves the collection of two or more sets of data from a group of subjects with the attempt to determine the subsequent relationship between those sets of data (Tuckman, 1972). The purpose is to investigate the extent to which variations in one factor show a relationship with variations in one or more other factors based on correlation coefficient. 4. Ex-Post Facto Research Ex-post facto research is a systematic empirical inquiry in which the researcher does not have direct control of the independent variables. The purpose is to  4 investigate possible cause-and–effect relationships by observing some existing consequence and looking back through the data for possible causal factors. 5. Evaluation Research It judges the value, worth or merit of an existing program. Formative and summative evaluations are applied in training programs, textbooks, manuals or curriculums. The purpose is to help educators make decisions. It involves systematic collection of evidence on the worth of education programs, products, and techniques. Formative evaluation is carried out while a product is being developed and is designed to gather evidence that can be used to modify the product to make it more effective. Summative evaluation is carried out with finished products and is designed to determine the effectiveness of the product. In summative evaluation studies, competing products or programs are often compared in order to measure their relative effectiveness. 6. Experimental research Experimental research is a study conducted in the laboratory. Field experiments and quasi-experimental research fall under this type. This type of research involves two groups: the experimental group and the control group. II. CHOOSING THE RESEARCH PROBLEM Problem Selection is considered the first step in research since it is essential that outmost care and attention be given to the selection of the research problem. A. HOW TO SELECT A RESEARCH PROBLEM Factors of Criteria by Good and Scates (1954) a. External Criteria, deal with such matters as novelty and importance for the field, availability of data and choice of method, an institutional or administrative cooperation. b. Personal criteria, involve such considerations as interest, training, cost and time. A brief explanation of each of these criteria is given hereunder: 1. Novelty and avoidance of unnecessary duplication. Novelty is concerned with the element of newness with an element of two dimensions. a. The problem must not have been investigated before. b. If the problem is investigated before, it may be the subject of another study but with different assumption, different methods, or different ways of analyzing the data. Duplication of a research problem is permissible, but it should be a necessary duplication. 2. Practical value of the problem. The problem, after it has been investigated, should result in some practical value in life. The results (i.e. the findings, conclusions, recommendations) could subsequently be used to improve practices, concepts, and the like.  5 3. Investigator’s interest in the problem. The investigator must be interested in the problem if he is to conduct his research wholeheartedly. A research problem should be done not because someone wants him to investigate it, but rather because it appeals to his interest. 4. Availability of data and choice method. A problem under investigation will only produce fruitful results if data on that problem are available. The proposed research problems should be viewed in the light of possible research methods through familiarity with the purposes. He should enable him to make a proper choice of method in relation to the research problem. 5. Training and special qualifications. The researcher whose field is education is imminently qualified to investigate problems in education. The researcher should be proficient in the subject matter content of his field and in research methodology. He can acquire the needed qualifications through organized courses, seminars, independent reading and others. 6. Time required investigating the problem. The time factor is an important consideration in research. The research must be conducted within a reasonable period of time. 7. Cost involve in conducting the research. Conducting a research project entails the expenditure of money. The researcher should be prepared to accept the expenses involved. 8. Institutional or administrative cooperation. This pertains to the graduate school’s institutional arrangements in relation to a graduate student who is conducting research for a Master’s or a Doctor’s degree. In graduate schools, a faculty adviser is assign to a graduate student writing a thesis. In the case of a doctoral dissertation, the student is usually allowed to have a consultant, aside from a faculty adviser. In the matter of administrative cooperation, the researcher must obtain the permission of the school official concerned if the research is to be conducted in his or her school. III. SOURCES OF PROBLEMS Graduate students are oftentimes confronted with the difficulty of where to locate a research problem that is not only worthy of investment of time, money, and effort but is academically significant as well. Best (1981) gives the following as the most likely sources to which one may go for a suitable research problem in education. 1. Actual problems encountered. Many of the problems confronted in the classroom, the school, or the community lead themselves to investigation, and they are perhaps more appropriate for the beginning researcher that are problems more remote from his own teaching experience.  6 2. Technological changes and curricular developments. These changes and developments are constantly bringing forth new problems and new opportunities for research. Perhaps more than ever before, educational innovations are bringing advocated in classroom organizations, in teaching materials and procedures, and in the application of technical devices and equipment. 3. The graduate academic experience. This kind of experience, which the graduate students go through school stimulate the questioning attitude towards prevailing practices and effectively promote problem awareness. Classroom lectures, class discussions, seminar reports, and out-of-school exchanges of ideas with fellow students and professors will suggest many stimulating problems to be solved. IV. THE RESEARCH PROPOSAL A good research is carefully planned systematically carried out. After selecting a suitable research problem, the investigator should next prepare a research proposal or research plan. 1. The preparation of a research proposal is an important step in the research process. The research proposal serves a dual purpose. A well-designed research proposal is likely to result in a worthwhile research project. a. It provides a systematic plan of procedure for the researcher to follow. b. It provides a basis for the evaluation of the project and gives the advisor a basis during the period of his or her assistance. One prerequisite to the preparation of a research proposal is the selection of a suitable research problem. A second prerequisite is for the researcher to read a substantial amount of the research and theoretical (or conceptual) literature relevant to the problem. The third prerequisite is for the researcher to have a good basic knowledge of the research process. STARTING TO WRITE YOUR THESIS In this chapter, let us discuss some pointers on starting to write a thesis. OVERALL CONCEPT OF SUBJECT MATTER Whatever your subject matter is, it is necessary that you have an overall concept of it in mind before starting to write. The overall concept is vital to help you decide the validity of your stand toward the problem to be presented. It is the fundamental basis of your thesis, the foundation stone of the entire structure of your forthcoming manuscript. Without that broad concept or general approach, understanding of the problem would be unclear and the development of the thesis suffers right from the very beginning. DIRECT AUDIENCE You have to have a direct audience to address your research. To a selected group of people conversant with the subject matter? To the general public? To the school officials? To a selected body whom you want to reach and  7 convince? You have to count also your Thesis Adviser and the Thesis Committee of the Graduate School. GETTING READY TO WRITE If you have conducted a full investigation of your subject matter and now ready writing your thought in accordance with your broad concept, you have to decide on the people you have to reach with your message. You can write your thesis if your materials are within your reach and complete to the last details. GRAMMAR AND STYLE Sit down to write your ideas as fast as you can, as fast as they naturally come to your mind. At this early, do not worry or fuss so much about your grammar or your style. It is important to get the ideas out of your system. Remember, style is the writer. It is you. With regard to errors in grammar and style, editing your work can be done by the editor later. BASIC REFERENCES Before you start your thesis, you should consult the school about an appropriate format for the document and style manuals that may be used for reference before undertaking your thesis writing project. Remember to consult the foregoing references after you have written your first draft. These suggest reference materials should not at any time interfere with the writing process. Only after the writing process is over should the rewriting and editing take place. STYLES OF WRITING A thesis is an objective, unbiased investigation based upon the author’s scholarly work. It should be written in a formal scholarly manner appropriate to academic publication. The use of first person is prohibited, except for very unusual cases that have been approved in advance by your Thesis Adviser, the Thesis Committee and the School. Always be consistent in manners of style, usage, punctuation, spelling and capitalization. Reference to one of the standard books on English should clarify certain points of usage. Follow a good standard dictionary for spelling. Write in such a way that your message can be fully understood by your reader, feeling no doubt on what you are actually describing or projecting. You should not use language or terms the other person will not understand. This can be done by dispensing with allusions to indefinite, unclear and nefarious references. Briefly, use simple, short, concrete; familiar words in short, intelligible sentences. You must be brief as it is consistent with clarity. Briefness is complete, efficient, and effective writing. It should achieve its objectives.  8 STYLE AND MECHANICS OF WRITING The research writer must have his reader in mind when he writes the research report. Mastery of grammar rules is necessary, but it is not enough for good communication; skill in the use of language is also necessary. To achieve clarity, good writing must be precise in its words, free of doubt, smooth in flow, and considerate of its reader. Simplicity, plain language and direct statements should always be expected at. PAPER The first copy of a thesis must be prepared on 8-1/2” x 13” white bond paper. Format: Font: Calibri (Body) Margins: Left : 1.5 Font size: 12 Top, right and bottom: 1.0 Spacing: 1.5 PERSON There is a strong tradition to use the third person in scientific writing. The use of the first person (I, my, mine, etc.) should be avoided as it detracts the reader from the subject of the research paper. The research writer should always stay in the background and let his study speaks for itself. Indefinite Person You should use the indefinite persons in thesis writing. To be more explicit, do not use pronouns, such as you, ours, and we. Moreover, refer only to yourself when quoting. TENSE Shift in tenses within the paragraphs or in consecutive paragraphs are allowed but this should be used judiciously. 1. Past tense is usually appropriate for the literature review, the experimental design, or procedure as these take the form of a historical account. 2. Use present tense to describe and discuss results and findings that are literally there before the reader. In alluding to data in tables and illustrations, therefore the present tense is appropriate. 3. The present tense suggests a dialogue between the author and the reader and is appropriate in the discussion part of the report. 4. The future tense is rarely used in the research report; but in the written proposal for the research, the research design and procedure are in the future tense. Here is the procedure about the use of tenses in thesis writing: 1. In the first chapter you will probably use the present tense in the paragraphs at the beginning of the chapters where you present what you are going to do in your research undertaking. 2. The rest of the thesis should be in the past tense, except for the suggestions for future research undertaking. 3. Try to avoid compound tenses. They have no “punch.”  9 PRELIMINARY PARTS COVER A blank sheet of paper must be placed at the front and back (before the title page and after the last page of text or appendix) of each copy of the manuscript. 1 FLYLEAF TITLE PAGE The title page presents the title, the full name of the researcher, and the submission statement which includes the faculty or school, the degree or course taken, and the month and year in which the thesis was finally defended.  Dedication This is an optional part of a research report. Only those persons who are close members of the family or those whom you personally love should be cited. There are different styles of writing a dedication depending upon the researcher’s taste and style.  Acknowledgement It contains expressions of appreciation for assistance and guidance in the preparation and completion of the study. Acknowledgement should be expressed simply, honestly, sincerely, and tactfully (delicately). Do not extend gratitude to those who never helped you because that is a great intellectual dishonesty. Whether you are a Christian or non-Christian, always give thanks to the Almighty Lord for His spiritual guidance.  Letter of Proposal A research proposal describes what you will investigate, why it’s important, and how you will conduct your research (Scribber 2022).  Permit to Deliberate Approval Sheet It provides space for the signature of the adviser, reader (if any), panelist, dean; and other involved persons indicating their acceptance of the work. In the master’s thesis, the usual number of panelists is three (3) while in the doctoral dissertation, it is five (5) and all of the dissertation panelists are doctoral degree holders.  Recommendation for Title Defense/ Oral Examination Results of Title Defense/ Oral Examination  Table of Contents This should be typed 1.3 inch (33mm) from the top of the bond paper, centered between the margins. It is typed in capital letters. All chapter titles should all be in capital letters without punctuation marks. There should be no space leader pointed to the page.  List of Tables These should follow the Table of Contents. The list of tables should contain the table number, table title and page. The table number should not be punctuated. The table title should correspond to the table title found in the text. LIST OF TABLES Table Page  10 1 Title of the Table.................... 24 Table 1 Title of the Table The Table  List of Figures Charts, graphs, maps and illustrations are grouped as figures. Full page illustration including paragraph, are called plates (not pictures) and are listed in the front matter. All captions for figures and plates should show what the figure is all about and what the people are doing. When the pictures are not related to the problem of study, they are placed in the appendix. LIST OF FIGURES Figure Page 1 Figure 1......................... 24 Picture or Drawings REFERENCES: Good, C. V., & Scates, D. E. Methods of Research 1952 Scribber. How to Write a Research Proposal, October 12, 2022 https://www.scribbr.com/research-process/research-proposal/ Dhanya, Alex. Recommendations in Research? How to Write It, with Examples March 28, 2023 https://researcher.life/blog/article/what-are-implications-recommendations- in-research/