UASD

Summary of
Investigation Process
Theory
By Yanelia Javier García

IDI-3480-2 Thesis Seminar in English Presented To: Prof. Raisa Estefani Díaz Ortega
 1.1 The Research
Methodology
To begin, the purpose of research is to repeatedly and carefully observe phenomena to find answers to questions that
have not yet been resolved. Research relies on systematic human efforts to uncover new knowledge. Many definitions
emphasize that research is an instructive, rigorous, and problem-solving process that uses specialized procedures to
contribute new facts, principles, and knowledge to the field of study.
In addition, this research has several important objectives. Scientific research has four clear-cut objectives that must be
met in order to achieve success. These objectives are gaining new insights into a phenomenon, providing a thorough and
accurate description of the situation, determining the frequency and associations between occurrences, and testing
hypotheses to establish causal relationships between variables. The motivations for conducting research also vary, such
as the desire to obtain an academic degree and its benefits, taking on the challenge of solving unresolved problems,
experiencing the intellectual joy of doing creative work, providing services to society, and gaining respectability and
status as a researcher.
Moreover, high-quality research has fundamental characteristics. It is systematic and structured, following a specified
sequence of steps according to well-defined rules, rather than guessing. It is logical to use induction- and deduction-
reasoning approaches to derive meaning. This is replicable, allowing the results to be reproduced and verified by
repeating the study.
Furthermore, there are specific criteria that define good research outcomes. They should be
honest, exhaustive, intelligent, and factual. This study investigates facts and how they
relate to issues. Making choices and drawing conclusions based on the available data
requires critical thinking. The results produced ought to constitute genuine and
corroborated advances in the field's understanding.
Additionally, different classifications and types of research can be conducted. Descriptive
research accurately portrays the current state of affairs, while analytical research critically
evaluates and analyzes existing information. Applied research solves immediate practical
problems for an organization or society, whereas fundamental research seeks to develop
new theories and generalizable knowledge. Conceptual research deals with abstract ideas
and theories, in contrast to empirical research, which is based solely on direct experience
and observation. There are also exploratory, historical, conclusion-oriented, decision-
oriented, and longitudinal research types that have different intents and approaches.
 1.2 The Research Problem

Scientific thinking refers to an inductive-deductive mode of reasoning and explaining

phenomena. It moves from specific observations to general inferences, and vice versa.
Scientific thinking establishes relationships between variables based on evidence from
methods such as traditions, authority, personal experience, propositions, and scientific
inquiry.
Furthermore, a research problem denotes some difficulty requiring a solution or optimal
course of action to achieve objectives, given certain constraints. Key components of a
research problem include an individual or group with the issue, objectives to attain,
alternative means to achieve the objectives, uncertainty about which means are best, and
the relevant environment.
In addition, selecting an appropriate research problem requires considering both external
and internal criteria. Externally, the problem should demonstrate novelty while avoiding
duplication, which is important for the field. Internally, it should be aligned with the
researcher's interests, skills, and available resources. The ideal problem is curiosity and
driving.
Common sources for identifying research problems include personal experiences in the
field, literature reviews revealing gaps or inconsistencies, new developments and
innovations that raise issues, and discussions with subject matter experts. These
sources can reveal meaningful problems warranting further investigation.

In addition, clearly defining and delimiting the research problem provides focus and
direction. Defining the problem includes conceptualizing the issue, delimiting key
elements, locating core concepts, and evaluating the theoretical basis. Delineating the
scope controls for variables, sample characteristics, and approaches A precise,
unambiguous problem statement relates to key variables and concepts.

Finally, evaluating the research problem helps determine whether it is worthwhile and
feasible. Critical questions included assessing the significance, novelty, alignment with
researcher expertise, data accessibility, availability of time and resources, and ability to
conclude. Affirmative answers indicate problems that can be effectively solved through
research.
 1.3 The Review of
Literature
A literature review evaluates existing knowledge and research to provide background
and context for a new study.
The phrase ‘review of literature’ refers to scholarly information sources such as books,
articles, and reports in the field of study. This is a critical synthesis of the knowledge
and findings related to the research problem.
There are several needs and objectives for the literature review. This avoids
duplicating the previous research. It provides a foundation for building upon and
revealing potential theories, frameworks, methodologies, and gaps in the literature.
This establishes the background and current status of the topic.
Various sources are used, including books, academic journals, periodicals, abstracts,
encyclopedias, dissertations, and online databases.
Key functions include framing the research within the knowledge base,
understanding the current status, and informing data collection and analysis
approaches.

Steps to conduct a review include identifying relevant published material,

reading unfamiliar content, locating answers to research questions, recording
notes, and synthesizing knowledge.

Useful hints include learning library systems, recording details consistently,

copying direct quotes, and pagination for citations.

Precautions include avoiding dishonesty, blindly following previous procedures,

merely listing studies, and lacking critical analysis.

Finally, the review is reported in a written literature review chapter, relating the
material to the research questions and showing how the study derives from
and expands on previous research.
1.4 The Research
Hypotheses
A hypothesis, defined as a tentative statement about a problem's solution subject to
verification, can also be viewed as a composition of variables with specific positions for
verification. Various definitions, ranging from provisional guesses to expectations based on
variable relationships, have been presented. The nature of the hypothesis is outlined,
emphasizing its conceptual, verbal, and forward-looking attributes. The multifaceted functions
of a hypothesis are discussed, including its role as a temporary solution, provider of possible
solutions, and catalyst for formulating further hypotheses. The importance of hypotheses is
underscored in building bridges between problems and solutions, guiding and expediting
investigations, and directing researchers' efforts. Different hypotheses, including question
form, declarative, directional, and non-directional, were elucidated.
Moving on, a good hypothesis is characterized by its agreement with observed facts,
simplicity, compliance with known laws of nature, and facilitation of deductive
reasoning. Importantly, it should permit controllable verification methods and
maintain a clear distinction between terms such as theory, law, facts, assumptions,
and postulates. The variables in a hypothesis are classified into five types:
independent, dependent, moderator, control, and intervening variables, each playing
a distinct role in the research process.
Also, researchers employ induction and deduction to generalize the findings beyond
specific conditions, with a hypothesis serving as a means to demonstrate the study's
basis. Testing a hypothesis involves subjecting it to a test of its validity,
acknowledging that hypotheses are never proven but rather sustained or rejected
based on evolving evidence. Confirmation is viewed as tentative and subject to
revision as further evidence emerges or more adequate hypotheses are introduced.
 1.5 The Research Approach
Research approaches, considered as plans from broad assumptions to detailed methods, are guided by
philosophical paradigms like post-positivism, constructivism, transformationalism, and pragmatism.
The quantitative approach, originating from the natural sciences, heavily relies on numbers and strives
for generalizability, characterized by standardized procedures and a focus on objective reality. Its
strengths include systematic rigor and precision, but critics argue that it tends to be overly simplistic
and decontextualized. On the other hand, the qualitative approach, which has existed for a century,
explores contextual conditions and influences, employing an emergent research design, diverse data
types, and interpretive analysis. It excels at exploring new areas and complex situations, but critics
point to potential researcher bias and time-consuming analysis.
Moreover, the focus shifts to the Mixed-Methods Approach, introduced in the 1970s as a fusion of
qualitative and quantitative methods. This approach, characterized by expanding understanding and
corroborating findings through triangulation, wants to reach multiple audiences. Supporters highlight
its potential to leverage the strengths of both methods, while critics express concerns about the lack
of a principled approach to guiding combinations. Thus, the lecture series provides a comprehensive
overview of the research approaches, covering their philosophical underpinnings, specific
characteristics, and the strengths and weaknesses associated with each.
 1.6 The Research Strategies
A research strategy is a plan of action designed to achieve a specific goal. In the social sciences, a
well-constructed plan with a specific goal is crucial. It draws similarities with military strategy, where
generals plan combat tactics for an overall victory.
Selecting a strategy involves considering its suitability, feasibility, and ethical implications. The
researcher must assess whether the strategy is appropriate, practically achievable, and ethically
sound. These considerations guide the selection of the most suitable strategy for a given research
task.
A case study is a detailed exploration of a specific instance designed to illustrate general principles.
This provides an in-depth understanding of real-life situations, allowing researchers to address the
complexities of social phenomena.
Experiments try to isolate individual factors and observe their effects in detail. Quantitative in nature,
they focus on controlled situations in which the variables can be manipulated. Quasi-experimental
methods address some of the limitations of traditional experiments, emphasizing the association
between variables.
Ethnography includes the description of people or cultures through direct observation. Researchers
spend considerable time in the field, focusing on participants' perspectives. It provides rich, holistic
data with explicit awareness of the researcher's role.
Types of Research Strategies
Phenomenology
Grounded theory
Action research
Mixed-methods research
Longitudinal research
1.7 Data Collection Methods
Data Collection Methods, covering objectives such as understanding these methods, distinguishing
between a method and methodology, explaining how researchers choose specific methods, and identifying
the tenets of each method. The lecture discusses two key data collection methods: questionnaires and
interviews.
1. Questionnaires: Questionnaires are written instruments that present respondents with a series of
questions or statements. They are versatile, cost-effective, and allow the collection of structured, often
numerical, data.
2. Interviews: Interviews include the exchange of views between individuals on a given topic. They
emphasize human interaction for knowledge production and the social situatedness of research data.
3. Focus Groups: Focus groups engage in group interaction on a predetermined topic. They resemble group
interviewing but rely on interaction among participants rather than with the interviewer.
4. Observation: Observation is a method that offers the opportunity to gather live data from situations. It
allows researchers to understand content, be open-ended, see unnoticed details, access personal
knowledge, and move beyond perception-based data.
 1.8 Sampling
1. Meaning and Definition of Sampling: Sampling, an indispensable technique in social sciences
research, involves selecting a fraction of respondents due to practical limitations like cost and time.
Scholars define it as choosing a portion of the population to represent phenomena, thus aiding
generalization.

2. Functions of Population and Sampling: Guided by inductive thinking, research progresses from
specificity (sample observation) to generality (population). Sampling is fundamental to statistical
techniques; sample measures are statistics, whereas population measures are parameters.
Generalization is based on sample measures.

3. Methods of Sampling: Two main methods are probability sampling (all elements have a calculable
chance of selection) and non-probability sampling (elements are chosen based on availability or
judgment). Probability methods include simple, systematic, stratified, multistage, and cluster
sampling. Non-probability methods comprise convenience, purpose, and quota sampling.
4. Characteristics of a Good Sample: A good sample is representative, unbiased,
objective, comprehensive, accurate, economical, easily approachable, of optimal size,
feasible for research, and practical for the situation.

5. Size of a Sample: The size depends on the researcher's precision in estimating the
population parameter. A larger sample size is more representative, accurate, and precise,
leading to a smaller standard error.

6. The Sampling Cycle: The cycle consists of five stages: identifying the universe
population, applying techniques to the sample, accepting the sample, producing data
from the sample, and drawing conclusions and generalizations.
 1.9 APA Citation
Citing sources is crucial for academic writing for several reasons. Firstly, it helps avoid plagiarism by ensuring
that credit is given where due. Additionally, citations enable readers to trace their research sources, acting as
footprints and guiding them through investigative steps. Moreover, citing provides evidence for your
arguments, enhancing the credibility of your work by showcasing the diverse viewpoints considered in your
research.

An illustrative case highlighting the importance of citations is the 2004 plagiarism scandal involving historian
Doris Kearns Goodwin. Despite her successful career and a Pulitzer Prize, large portions of her book were found
to be copied without proper attribution, tarnishing her reputation. This incident underscores the necessity of
acknowledging sources to maintain academic integrity.

Knowing what to cite is fundamental. Always cite others' words, ideas, or intellectual property that influence
your work, including direct quotations, paraphrased passages, indebtedness to others' ideas, or even your
previous work. However, common knowledge—widely accepted facts, events, or concepts—does not require
citation.
When it comes to how to cite, academic writing typically employs two techniques: a list of
complete citations at the paper's end and citations within the text. The choice of citation style
depends on your discipline or the instructor's preference. The American Psychological
Association (APA) style is often used in the social sciences.

For instance, an APA citation includes the author's last name, first initial, middle initial (if
available), publication year, title of the work, and other relevant details. In-text citations either
incorporate the author's name and publication year or the title of the work when the author is not
mentioned. This ensures clarity and directs the reader to the full citation in the reference list.

Quoting, summarizing, and paraphrasing are common techniques to integrate others' work.
Quoting implicates using the author's exact words, always enclosed in quotation marks and cited.
Summarizing condenses the original without interpretation, while paraphrasing restates the
words, both requiring citations.
 REFERENCES
Kothari, C. R. (1980). Research Methodology: Research and Techniques,
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Singh, Y. K. (2006). Fundamental of Research Methodology and Statistics.

New Delhi. New International (P) Limited, Publishers.

Wallinman, N. (2006). Your Research Project: A step-by-step guide for the first-time researcher.
London: Sage Publications.

Kothari, C. R. (1990). Research Methodology: Research and Techniques,

New Delhi: New Age International Publishers.
Wallinman, N. (2001). Your Research Project: A step-by-step guide for the first-time researcher.
London: Sage Publications.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics.
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Denscombes, M. (2010). The Good Research Guide: For small-scale social research
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Delhi: New International (P) Limited, Publishers.