Importance of Research Why research is important? ale Improves é practice DebatesThe Scientific Method) and Its Applications in Research Scientific Method of Linton Educational Research Identifying a research problem Reviewing the rature - Collecting data [Analyzing and ee | interpreting data * Analyze and nie interpret the data Identity a problem that defines the goal of research Make a prediction that, if confirmed, resolves the problem Gather data relevant to this prediction Reporting and | evaluating research |BY led mteSICe ein) Basic and Applied Research * Basic Research: Fundamental/ Pure research — Concemed with the discovery of new knowledge and formulation of a theory , invention of a new method or technique, or reflection; examination of an existing knowledge in a different social or organizational context. — Itis done for Expanding Knowledge, Curiosity or Interest, — Eg. Researches related to Technology * Applied Research ~ Its purpose is discovering, interpreting and developing methods and systems for solving practical problems on a wide of real life \dding additional know E.g. Most medical researches is secondary goal Source: Fi Desembo €. (2014), Types of research Rotioved tom Retrieved onApproaches to Inquiry J — + Structured data + Unstructured data + Statistical analysis + Summary * Objective conclusions + Subjective conclusions + Surveys, Experiments * Interviews, focus Uy, groups, observations"I drink c¢Approaches to Inquiry COMPARING QUALITATIVE & QUANTITATIVE RESEARCH | CoE} CEE Tc) |Research Objects Observe and Interpret Unstructured. Free Form Research is intimately involved. Results are subjective Small samples —Often in Natural setting {Discover Ideas, with General RESEARCH ASPECT Quantitative CTT re) Test Hypotheses or Specific | Research Questions COMMON PURPOSE Measure and Test TUT} Structured Response Categories Provided Researcher uninvolved Observer. Results are Objective J) Large samples to Produce Generalizable Results [Results that Apply to Other Situations}Characteristics of Quantitative Research Leedy & Ormrod, 2001 1. Identifies a research problem. Y Describing a trend means that the research problem can be answered best by a study in which the researcher seeks to establish the overall tendency of responses from individuals and to note how this tendency varies among people. Example: oe Population’s perception ah Perception’s diversityCharacteristics of QUantitative Research Leedy & Ormrod, 2001 1. Identifies a research problem v¥ Some problems require to explain how one variable affects another. By explaining their relationship, you are interested in determining whether one or more variables might influence another variable. Example: WHY? IS IT BECAUSE OF... ? > Gender? % ne, Socioeconomic Status? Attitude?Characteristics of QU: Leedy & Ormrod} 2001 2. Reviews literature ¥ Literature justifies the need for the research problem, suggests potential purposes and researches questions for the study. | Example: , The cause of problem? DNS a2) Importance of peer groups | teas oo Peek q aa Ramp). Styles of interacting among student p.g.racteristics of QUantitative Research edy & Ormrod, 2001 3. Asks specific, narrow research questions to obtain measurable and observable data on variables. v The major statements and questions of direction in a study—the purpose statement, the research questions, and the hypotheses—are specific and narrow because you identify only a few variables to study. __. Role of the School Example: Counselor Study of Adolescent Career Choices(OEVeleeilsiesy0)) faintitative Researc! 4. Collects numeric data from a population using instruments with preset questions and responses v You use an instrument to measure the variables in the study. It contains specific questions and response possibilities that you establish or develop in advance of the study. ) Example: Up ere rr) rere +Trre Tet tt Pte r ert tt rTrrrrere tt te rerr re ret +P Prere errs rtrr rrr errs Tht P eee eT there tT ttt t tte rer retCharacteristics of QUanititative Research Leedy & Ormrod, 2001 5. Analyzes data using mathematical procedures, , called Statistics. v These analyses consist of breaking down the data into parts to answer the research questions. Statistical procedures such as comparing groups or relating scores for individuals provide information to address the research questions or hypotheses.IES Characteristics of Quantitative Research Leedy & Ormrod, 2001 6. Writes the research report using standard, fixed structures and evaluation criteria, and taking an objective, unbiased approach Vv \t follows an overall format for a study follows a predictable pattern: introduction, review of literature, methods, results, and discussion. This form creates a standardized structure for quantitative studies.‘Meirlteercsicstel Leedy & Ormrod, 2001 _ 1. Explores a problem and develops a, detailed understanding of a central phenomenon. ¥ Qualitative research is best suited to address a research problem in which you do not know the variable and need to explore. v A central phenomenon is the key concept, idea, or process studied in qualitative research. Example: In a research problem—difficulty in teaching deaf children—you require to: Explore & UnderstandCharacteristics of Qualitative Research Leedy & Ormrod, 2001 2. Pays less focus on literature as plays less substantial role at the beginning ¥ Although you may review the literature to justify the need to study the research problem, the literature does not provide major direction for the research questions. It relies more on the views of the , participants in the study and less on the direction 7 identified in the literature by the researcher. y Example:Characteristics of Qualitative Resea Leedy & Ormrod, 2001 3. States the purpose and research questions in a general. broad way so as to the participants’ experiences v The purpose statement and research questions are y stated so that you can best learn from participants. Vy, You research a single snomenon of interest and | state this phenomenoi purpose statement. Example: Ty BN study, that examines the “professionalism” of teachers, asks high school teachers, “What does it mean-to be a professional?”4. Collects data based on words from a small number of individuals so that the participants’ views are obtained. wy Y You collect data to learn from the participants in the yy study and develop forms, called protocols, for — recording data as the study proceeds. These forms j pose general questions so that the participants can provide answers to the questions.Sample Specimen of Interview Protocol Commented Example of an Interview protocol (UI co be fled in after the Ingen HN)ple Specimen of Observational Protocol ser is annoyed by the slow login process Jses the “Calculate” button Says something positive about the calculator feature unprompted Asks for help with finding the “Management” page Expected the process of adding a new contact to be much quicker Discovered the voice feature Understands the meaning of submitting a lead tequest y Surprised (in a bad way) by the results page of the lead search y ‘The user experiences flow Y, Double-clicks icons (rather than single-clicks) 77, Confused by the last paragraph in the Lead page Says that the Reports page has a clean look home page ithout filing in 2 mane NE LOMA S 9 Complains about font size Santee: Sharon T (9012) A Callaharative | ean UX Rasaarch Taal ResCharacteristics of QUalitative Research, Leedy & Ormrod, 2001 5. Analyzes the data for description and themes using text analysis and interprets the larger meaning of the 4 findings y v Typically, you gather a text database, so the data analysis of text consists of dividing it into groups of sentences, called text segments, and determining the meaning of each group of sentences. Instead of statistics, you analyse words or pictures to describe the central phenomenon under study.6. Writes the report using flexible, emerging structures and evaluative criteria, and including the researchers’ subjective reflexivity and bias y You employ.a wide range of formats to report your studies. Good reports, however, need to be realistic and persuasive to convince the reader that the study is an accurate and credible account. To be reflexive, you reflect on your own biases, values, and assumptions and actively write them into the research.Characteristics of litative Research, Leedy & Ormrod} 2007 6. Writes the report using flexible, emerging structures and evaluative criteria, and including the researchers’ 2 subjective reflexivity and bias v You employ. a wide range of formats to report your studies. Good reports, however, need to be realistic and persuasive to convince the reader that the study is an accurate and credible account. To be reflexive, you reflect on your own biases,. values, and assumptions and actively write them into the research.Similarities and Differences between Qn and Ql, Leedy & Ormrod, 20011 SUES Past ‘| Both follows the six steps in the Win establishing the importance of the: process of research. problem, Qn uses the problem ’ section to direct the types of questions or hypotheses asked in the — study; QI uses it for central idea. ie Y Both may employ similar Qn uses more closed-ended % approaches, such as interviews or approaches to identify set response y observations. categories (strongly agree, agree) while QI uses more open-ended questions by asking general ones. In data gathering, Qn uses statistical analysis while QI analyzes words (transcription from interviews), or images (photographs). In reporting, Qn follows a standardized format whereas QIyo larities| and) Differences between Qn and QI, rd 3 negrepnc x n earch earch = Method Research Pehe Research Process Research Cycle Research is a cyclical process—actually, a helical process. It i aN beans with G a) problem, sees the goal (=)) clearly, divides the ‘2 problem, postulates andorganes cola tentative solutions, gathers and organises data, and interprets the dataLeedy's & Ormrod|s Skills Needed to Design and efeyate [tle Mintesiceelnern) Using Library Sources i Lengthening Solving i Puzzles t Attention Span 4 er | ue Writing, Editing, and More WritingImportant Ethical’ Issues in Conducting ReseTOOLS OF RESEARCHLibrary and its ResourcesHow to access knowledge quickly and efficiently? — v Use the library catalogs. v Search for the CD-ROMS (compact disk-read-only memory). Typical of this item can hold 650 megabytes of information, or 300,000 pages of written text. An example is the 28-volume Grolier’s Encyclopedia which can be stored on one 4.5-in. CD- ROM. v Look for the reference librarian. v Browse the library shelves. Books are coded and arranged according to two principal systems: the Dewey decimal classification system and the Library of Congress (LC) classification system.Library and its Resources Understanding the Dewe) Decimal System Peet o lly (Drawing/Decorative Arts) 43Library and its Resources @.9. BV < Pradical Theology Spreific Subject 8.9, BV4501 = Practical Retgion. Ine Cfvistian Lite This putriperis 1aad a8 3 wyele number 4504 precedes 4802. The number afer fe ¢eamal to (eae a6 AROMA 18, 22% succeded by.3 | “puthorTitle tntormation The tctfor & typcatly the trctletier of the autores last name, or the tlie, inthe caze of etted works. Publication DaleThe Computer and its Software The InternetThe Computer andlits Software Telnet User Input User Input and Client User Input InClient ‘Commands in NVT In Server Representation Representation Representation NaS Terminal TL *| >| Host : Telnet Teinet Prerinal —] Test FC internet “See! [operating system | <1 SEE aedionsert |__| system Host Output Host Output and Host Output In Client Server Commands in In Server Representation NVT Representation Representation User a Remote Terminal @ ie Hoste Computer andiits Software File Transfer Protocol ¢ FTP (File Transfer Protocol) is the simplest and most secure way to exchange files over the Internet. * Transferring files from a client computer to a server computer is called "uploading" and transferring from a server to a client is "downloading". a * To access an FTP server, users must be able to connect to the Internet or an intranet (via a modem or local area network) with an FTP client program.The Computer and its Software (Internal Netwo ag Ger FIP Server FIP Client Business partner gets access to the file by accessing the share folder on the file server. Employee uploads file to be File is hosted on the FIP server shared with a business partner. within the corporate network,The Computer andiits Software Electronic Mail or E-MAIL cciBee. From “eelThe Computer andlits Software News SubscriberThe Computer and its Software For more questions, visit the link below: http://www.learnthenet.com : 3The Computer ahdits Software Read. the following scenarios. In each case, think about how the researcher might use the Internet to solve his/her problem. 1. Arwin is a professor at a small college. Although his research is prominent in his field, few people on campus share his enthusiasm for his specialty—forensic pathology. Although Arwin ¢ avidly read relevant academic journals, he looks forward to the annual meetings of ‘his national organization, where he can exchange ideas with others who have similar interests. He wishes that such exchanges could occur more frequently.The Computer and its Software SOLUTION! Being on one or more list servers might enable Arwin to keep up with the current developments in his field and communicate regularly with others in his field. cThe Computer and its Software Read the following scenarios. In each case, think about how the researcher might use the Internet to solve his/her problem. 2. Deirdre has a once-in-a-lifetime opportunity to spend 6 months in Australia collecting data about the various marine plants of the Great Barrier Reef. Although she is excited about it, she realizes ¢ that the work of her campus research group will suffer. Because of the distance, it will be difficult to provide feedback on the group’s ongoing papers and projects. Although Deirdre and her colleagues can use the postal service to transport the work between them, this will definitely slow the progress of their work.SOLUTION! Deirdre can still be connected with her colleagues at home via e-mail, and she can easily send papers back and forth through file transfer protocol. The Computer and its SoftwareMeasurement as a Tool of Research Measurement is limiting the data of any ‘phenomenon—substantial or insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative standard.Measurement as a Too! of Research Measurement is limiting the data of any phenomenon—substantial or insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative standard. | When we measure | something, we set a limit that restrain the data. (12 inches restraint a foot) _|IWisretsuicclanternerctsie Uo) ol ilmtkstor-1Ker0) Measurement is limiting the data of any phenomenon—substantial or insubstantial—so that those data may be interpreted and, Observable objects are measured—this is substantial measurement. (ex. an engineer «| measuring the span of abridge)Measurement as a Tool of Research Measurement is limiting the data of any phenomenon—substantial or insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative standard. These are things that exist only as concepts, ideas, opinions, feelings, or other intangible entities. (ex. measuring the economic “health” of a business)i Measurement as a Toollof Research Measurement is limiting the data of any phenomenon—substantial or insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative standard. SQQQANAEnNs Data have been transformed into units of discovery, of revelation, of enlightenment, of insight that |hasn’t seen before.Measurement as a Tool of Research Measurement is limiting the data of any phenomenon—substantial or insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative standard. Norms, averages, |accuracy of description WIGSMeasurement as a Tool/of Rese: i Four Levels of Measurement Nominal level - data that is Interval level - similar to the | 7 1 classified into categories and ordinal level, with the cannot be arranged in any additional property that particular order. meaningful amounts of 5: eye color, gender, religious affiliation. 1 involves data arranged in some order, but the differences between data values cannot be determined or are meaningless. ‘During a taste test of 4 soft drinks, Mellow Yellow was ranked number 1 differences between data values can be determined. There is no natural zero point. = Temperature on the Fahrenheit scale. the interval level with an inherent zero starting point. Differences and ratios are meaningful for this level of measurement Monthly income » Sprite number 2, Seven-up. of surgeons, or distance number 3, and Orange Crush traveled by manufacturer's umber 4 representatives per month.Measurement as 0! Of Researc'! 4 ® Selection tools must be reliable and valid. Reliability: the degree to which the tool measures the same thing each time it is used. y @ Scores should be close for the same person taking the / same test over time. 7 « Validity: Does the test measure what it is supposed to measure? sw = Example: does a physical ability test really predict the job performance of a firefighter? . ¢ Managers have an ethical and legal duty to develop good selection tools.IVE IccMane mets UN Umtet-feTeln) | y Statistics as a Tool of Research " e Statistics give information about the data and “help the human mind comprehend disparate data as an organized whole” e This information can be used to help give meaning to the data (interpretation) c e Descriptive statistics - summarize the general nature _ of the data ' @ Inferential statistics — help make decisions about the data (i.e., are the results statistically significant)i The Human Mind|as a Tool of Research } i _ The Human Mind as a Tool of Research SSS * @ The mind of a researcher must use all of the information available to them to interpret the data to arrive at logical conclusions to their meaning e Deductive Logic e Inductive Reasoning e Scientific Method (identifying a problem, positing a 7 hypothesis, gather data, analyze and interpret the data) © Critical:thinking — evaluation information or arguments in terms of their accuracy or worth Z GY | 7 yThe Human Mind! as a Tool of Researc' Logic Ms. Jackson’s reasoning: “If learning information in an integrative fashion is more ‘effective than learning information piecemeal, (premise 1) If the kinds of questions learners ask themselves during a learning activity influence how they learn, (premise 2) If training in self-questioning techniques influences the 7,kinds of questions that students ask themselves, (premise 3)< ISS “ And if learning is reflected in the kinds of notes that y \earners take during class, (premise 4) Then teaching students to ask themselves integrative questions as they study class material should lead to class notes that are more integrative in nature (conclusion)The Human Mind) as a Tool of Research: Inductive RCE SOM It begins with an observation. People use specific instances or ‘occurrences to draw conclusions about the entire classes of objects or events. 7Researchers observe a sample then draw 7conclusions about the population from which the sample comes. ¥, Example: SHOWS c A sociologist may conduct two surveys, one in 1885 and a second in 1995, asking 500 people to describe their beliefs about AIDS and then draw conclusions about how society's attitudes toward AIDS have changed over time.The Human Mind) as a Tool of Research: Critical Thinking People use specific instances or occurrences to draw conclusions about the entire classes of objects or events. It involves evaluating information or | arguments in terms of their accuracy and “| worth (Beyer, 1985) \ Example: In history, scrutinizing events that definitely happened or maybe happened in 7 thepast. | In psychology, evaluating the way a characteristic (intelligence, personality) is measured In anthropology, observing people's behaviors over an extended time and speculating what those behaviors indicate about the society being studied.The Human Mind as a Tool of Research: Critical Thinkin _ Forms of Critical Thinking (Halpern, - 1998): "4. Verbal reasoning- understanding or _ evaluating the persuasive techniques 7 found in oral and written language \\\\S - 2. Argument analysis- discriminating ,, between reasons that do and do not “ support a particular conclusionThe Human Mind as a Tool of Research: Critical Thinking Forms of Critical Thinking (Halpern, 1998): 3. Decision making- identifying and judging several alternatives and selecting the best. 4. Critical analysis of prior research- evaluating the value of data and research results'in terms of the methods used to obtain them and their potential relevance to particular conclusions.Facility with Language as a Tool of Research Words—even those as simple as cow—and the concepts that the words represent facilitate our thinking in several ways (Omrod,1999): 1. They reduce the world’s complexity. “l see a herd of cows.” i, 2. They facilitate generalization and inference drawing | in new situations. “You are passing through either dairy or beef country.” 3. They allow abstraction of the environment. _ “It connotes characteristics such as female, supplier of _ milk, economic asset (to the farmer).” 4. They enhance the power of thought. “You think about other ideas, and form connections and interrelationships among them.”Communicating Effectively Through W Guidelines in effective writing (Omrod,1999): 1. Say what you mean to say. 2. Keep your primary objective in writing your paper in mind at all times, and focus your discussion.accordingly 3. Provide an overview of what you will be talking about. 4. Organize your ideas into general and more specific categories, and use headings and subheadings to guide your readers through your discussion of these categories. 5. Provide transitional phrases, sentences, or paragraphs that help your readers follow your train of thought.Communicating Effectively Through Writing Guidelines in effective writing (Omrod,1999): 6. Use concrete examples to make abstract ideas more understandable. 7. Use appropriate punctuation. 8. Use figures and tables when such mechanisms can more effectively present or organize your ideas and findings. 9. At the conclusion of a chapter or major section, summarize what you've said. 10. Anticipate that you will almost certainly have to write multiple drafts. SHAHN“Ts it difficult to comprehend? Perhaps. But I believe it is stll worth trying.” ~Stephen Hawking on the German-style board game AgricolaTexts Ariola, M. (2006). Principles and methods of research. Manila: Rex Book Store, Inc. Creswell, John W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition, New Jersey: Pearson Education, Inc. Leedy, P & Omrod. (2013). Practical Research: Planning and Design, 10" ed. New Jersey: Prentice-Hall, Inc.BNE IRINNCL=S Electronic Sites Firdawek, E. (2014). Types of Research, Retrieved from htipiwww-slideshare.neVaddisuaall3-tyoes-of- tesearch. Retrieved on December 7, 2015. Harris, B. (2006). Wellness Research Design Session 2. Retrieved from e 4568571, Retrieved on December 7, 2015. Othman, S. (2011), Qualitative vs Quantitative Research. Retrieved from : bicusbalge ‘0d/qualitalive-\s-qual e Retrieved on December 7, 2016. Phelan, C. & Wren, J. (2006). Exploring Reliability in Academic Assessment. Retieved from tips. uni.edu/chfasoalreliailtyandvalicy.him. Retrieved on December 14, 2015, Pikuoee. (2009). Statistics. Retrieved from Retrieved on December 7, 2015. Sharon, T. (2013). A Collaborative Lean UX Research Tool, Retrieved trom: ‘nipiwwa_amashingmagazine.com/20 1310\rainbow-spreadsheetcolaboraive ux research 100! Retrieved on December 7, 2018. Smith, K. (2013). Introduction to Research. Retrieved Irom Retrieved on December 7, 20"5, Statistics Solutions ( ). Data Levels of Measurement. Retneved from can saiatcssclutons convdaa-lvels ot measuremnt, Retreved on December 7. 2015.