CONCEPT OF RESEARCH

To re-search

To re-examine

To investigate

To test

To enquire
CONCEPT OF RESEARCH contd.
The concept of research in the Bible
Deut. 13:12-14 – enquire, search, ask diligent
questions, analyze and conclude
Jer. 17.10 The Lord search the heart and test the mind
1 Thess. 5:21 – Prove all things and hold fast that
which is true
WHAT IS RESEARCH?
Research is an investigative process of finding reliable
solution to a problem through a systematic selection,
collection, analysis and interpretation of data relating to
the problem
 in order words research is all activities that makes us
discover new knowledge about things around us.
PROCESS OF RESEARCH
Identifying a problem
Defining the problem in precise terms in unambiguous
terms
Stating the problems in form of research questions and
research hypotheses
Designing the research
Collecting data
Analyzing data
PROCESS OF RESEARCH
contd.
Interpretation of data
Drawing conclusion
Making recommendations
PURPOSE OF RESEARCH
To test what you already know
To understand the other side of an issue
To establish reliable guide
To expand knowledge
To predict, explain and interpret a behaviour
To provide solution to a problem
CLASSIFICATION OF RESEARCH

. Classification by purpose
 i

ii Classification by method.

iii Classification based on type of
evidences required and method of
analysis.
Classification by purpose
 
i. Basic (Pure) research
ii Applied research.
iii. Action research
iv. Evaluation research
v. Research and Development (R & D
Classification by purpose contd.
Basic [Pure] Research: This is concern with the
production of result and finding which lead to
development of theory.
Applied Research: This is conducted for the purpose
of applying or testing theory and evaluate its
usefulness in solving problems. It is concerned with
the usefulness of ideas or theories or practical
situation.
Classification by purpose contd.
Action Research: is a research that is directed
towards solving specific problem in a local setting .it
is usually taken by a teacher or group of teacher in
school to solving specific problem so that the result
can be generalized.
Evaluation Research: the results of evaluation
research help in decision making .
Classification by purpose contd.
Research and Development: This is aimed at
developing and testing product to ensure their
effectiveness.
Classification of Research by Method
 Historical
 Descriptive (survey)
 Correlational
 Experimental
 Casual-comparative (ex-post-facto)
Historical Research
This type of research is based on oral evidence records
such as diaries, case history, autobiography, logbook;
Books, Journals, magazines etc are also useful documents.
Descriptive Research
It is also called a survey research. This type of research is
based on information, interviews, (oral, written,
structured, unstructured etc), inventories, rating scales,
self report, observation etc. Descriptive research is aim at
fact finding of the present condition or current situation.
Correlational Research.
The correlational studies present a research approach
that seeks to explain educational phenomena rather
than mere stating the phenomena.
Experimental Research
 This type of research involves conducting experiment
for research purpose. The experimental method
involves investigating possible cause and effect
relationship by exposing one or more experimental
groups to a treatment and one or more control groups
not receiving the treatment.
Causal-Comparative Research
 Causal-comparative and experimental research
represent distinctly different methods, however both
attempt to establish cause-effect relationship, and
both involve group comparison.
CLASSIFICATION OF RESEARCH BASED ON EVIDENCIES
REQUIRED OR METHOD OR DATA ANALYSIS
There are three types of research based on evidences
required or method of data analysis. These are:
i. Qualitative - non computational
ii. Quantitative - Computational
iii. Triangulation of multiple perspectives.
IDENTIFYING RESEARCH
PROBLEM
WHERE DO YOU GET RESEARCH PROBLEM
FROM:
Seminar reports
Literature review
Textbooks
Journal
internet
dissertations
Suggestion for further studies
Existing Theory
Replication of studies
CHOOSING A RESEARCH
TOPIC
 A research topic is taken from research problem
What are the factors that can influence choice of research
topic:
The researcher’s discipline
Duration
Fund availability
Desire for in-depth knowledge
Availability of resources
Income derivable

WORDINGS OF RESEARCH TOPIC

A research topic should be:
- Appropriate
- Descriptive
- Simple and unambiguous
It must be short and straight forward
It must be large enough to cover the subject matter
Word limit per title 14-20
Ensure that each word is needed
Avoid work wasters e.g. studies on
Investigation on
Analysis of etc.
CHARACTERISTICS OF A
GOOD RESEARCH TOPIC
It must be researchable i.e. problem
that can be investigated through
collection of data
It must have 2 or more interacting
variables
It must be an area of interest
WHAT IS A VARIABLE?
Any quality or quantity in which the researcher is
interested and which varies in the course of the research
e.g interest, skill, knowledge etc.
TYPES OF VARIABLES
The most frequent variable encounter in research are:
Independent
dependent.
TYPES OF VARIABLE
Independent variable – is also called manipulative or
treatment variable.
a variable whose value does not depend on another
variable.
- it determine the nature or the occurrence of another
variable
- It is the variable that is manipulated by the researcher
- It presume to cause, influence or affect the outcome.
Dependent Variable: is also called outcome variable
dependent variables are not controlled or manipulated in
any way, but instead are simply measured or registered. •
these vary in relation to the independent variables, and
while results can be predicted, the data is always measured.
• there can be any number of dependent variables, but
usually there is one to.
It is a variable that the independent variable is presumed to
affect.
It is a variable that changes, appear or disappear as researcher
changes, remove or introduces the independent variable.
Extraneous Variable
is a secondary independent variable, that is, other
independent variables or factor that may affect the
outcome of a research if not controlled. Eg. Moderator
variable.
Intervening Variable: cannot be manipulated or studied
directly because their effect cannot be measured or
manipulated.
Researchers often manipulate or measure
independent and dependent variables in
studies to test cause and effect relationships.
the independent variable is the cause. its value
is independent of other variables in your study.
the dependent variable is the effect. its value
depends on changes in the independent
variable.
Independent variables are what we expect will
influence dependent variables. a dependent
variable is what happens as a result of the
independent variable.
EXAMPLES
Academic Procastination, Overconfidence and
Parental Unrealistic Expectations as correlates of
Academic Rebelliousness
Relationship between gender and academic
achievement of education students
 Hypothesis
 A hypothesis is a statement of the researcher’s
expectation or prediction about relationship among
study variables.
A research hypothesis is a statement of expectation
or prediction that will be tested by research. Before
formulating your research hypothesis, read about
the topic of interest to you. In your hypothesis, you
are predicting the relationship between variables.
The research process begins and ends with the
hypothesis. It is core to the entire procedure and,
therefore, is of the utmost importance.
Hypothesis is nothing but the heat of the research.
“Hypotheses are single tentative guesses,
good hunches – assumed for use in
devising theory or planning experiments
intended to be given a direct experimental
test when possible”.
“A hypothesis is a tentative generalisation,
the validity of which remains to be tested.
In its most elementary stage, the
hypothesis may be any hunch, guess,
imaginative idea, which becomes the basis
for action or investigation”.
Research hypothesis can be classified into seven categories as stated
below

Simple Hypothesis.
Complex Hypothesis.
Directional Hypothesis.
Non-directional Hypothesis.
Associative and Causal Hypothesis.
Null Hypothesis.
Alternative Hypothesis.
1. Simple Hypothesis:
A Simple hypothesis is also known as composite hypothesis.
In simple hypothesis all parameters of the distribution are
specified.
It predicts relationship between two variables i.e. the
dependent and the independent variable
2. Complex Hypothesis:
A Complex hypothesis examines relationship between two
or more independent variables and two or more dependent
variables.
3. Working or Research Hypothesis:
A research hypothesis is a specific, clear prediction about
the possible outcome of a scientific research study based on
specific factors of the population.
4. Null Hypothesis:
A null hypothesis is a general statement which states no
relationship between two variables or two phenomena. It is
usually denoted by H0.
5. Alternative Hypothesis:
An alternative hypothesis is a statement which states some
statistical significance between two phenomena. It is
usually denoted by H1 or HA.
6. Logical Hypothesis:
A logical hypothesis is a planned explanation holding
limited evidence.
7. Statistical Hypothesis:
A statistical hypothesis, sometimes called confirmatory data
analysis, is an assumption about a population parameter.
Although there are different types
of hypothesis, the most commonly
and used hypothesis are Null
hypothesis and alternate
hypothesis.
So, what is the difference between
null hypothesis and alternate
hypothesis? Let’s have a look:
 Null hypothesis
It is assumed that both the methods are
equally good, then such a statement is
known as the null hypothesis.
A null hypothesis 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. This is something
to attempt to disprove or discredit.
On the other hand, if method A is
considered relatively superior to
method B, or vice-versa, then such a
statement is known as an alternative
hypothesis.
In an attempt to disprove a null
hypothesis, researchers will seek to
discover an alternative hypothesis.
The null hypothesis is
expressed as H0, while
the alternative
hypothesis is expressed
as H1.
A hypothesis should have the following
characteristic features
1. It must be precise and clear. If it is not precise and
clear, then the inferences drawn on its basis would
not be reliable.
2. A hypothesis must be capable of being put to test.
Quite often, the research programmes fail owing to
its incapability of being subject to testing for validity.
Therefore, some prior study may be conducted by
the researcher in order to make a hypothesis
testable. A hypothesis “is tested if other deductions
can be made from it, which in turn can be confirmed
or disproved by observation” (Kothari, 1988).
3. It must state the relationship between two variables, in
the case of relational hypotheses. 4. It must be specific and
limited in scope. This is because a simpler hypothesis
generally would be easier to test for the researcher. And
therefore, he/she must formulate such hypotheses
5. As far as possible, a hypothesis must be stated in the
simplest language, so as to make it understood by all
concerned. However, it should be noted that the simplicity
of a hypothesis is not related to its significance.
 6. It must be consistent and derived from the most known
facts. In other words, it should be consistent with a
substantial body of established facts. That is, it must be in
the form of a statement which is most likely to occur.
7. It must be amenable to testing within a stipulated or
reasonable period of time. No matter how excellent a
hypothesis, a researcher should not use it if it cannot be
tested within a given period of time, as no one can afford to
spend a lifetime on collecting data to test it.
8. A hypothesis should state the facts that give rise to the
necessity of looking for an explanation. This is to say that by
using the hypothesis, and other known and accepted
generalizations, a researcher must be able to derive the
original problem condition. Therefore, a hypothesis should
explain what it actually wants to explain, and for this, it
should also have an empirical reference.
INTRODUCTION - Background to
the Study
This part provides reader with background
information for the research
It establishes the issue or concern leading to the
research
It must create reader’s interest in the topic
It establishes the problem that lead to the study.
Suggested part of introduction
The research Problem
Studies that have addressed the problem
Deficiencies in the studies
The importance of the study
Statement of the problem
Objectives of the study
Research questions and
Research hypotheses
GUIDELINES FOR WRITING
INTRODUCTION
The opening sentence must be able to stimulate the
reader

As a general rule in quantitative research do not start

with a quotation

Avoid using idiomatic expression e.g The lecture

method remain a “Sacred Cow”
Consider numeric information

Clearly identify the research problem

Indicate why the problem is important citing references
that justify the need to study the problem
Narrow the focus to specific questions to be answered or
hypothesis to be tested.
RESEARCH OBJECTIVES
The research objectives are stated after the statement
of the problem.
It helps to transform the research problem into a
testable form, indicating clearly in specific terms what
the researcher intends to achieve.
Languages use – to examine, to determine, to assess,
to find, etc
RESEARCH QUESTIONS
Research questions are interrogative statements or
question that the researcher seeks to answer.
Characteristics of a research question are:
It must be clearly stated i.e. it must not make different
meaning to different people.
It should determine the type of data to be collected how and
were to collect the data from
It should provide focus and direction to the major issues in
the study.
Characteristics of a research
question are contd.
The question should be large enough to cover all the
major variables in the study.
EXAMPLE:
Effect of information utilization on the academic
performance of university students.
Example of Research Question
How does information utilization affect the academic
performance of the university students?
Will information utilization affect the academic
performance of male and female university students?
or
Will there be any significance difference in how
information utilization affect the academic
performance of male and female university students?
RESEARCH HYPOTHESES
Research hypothesis is a formal affirmative statement
predicting a single research outcome.
i.e. it predict the likely relationship between independent
variable and dependent variable.
Also suggest or guess answers to the research questions
before the study is embarked upon
RH
Hypothesis can be formulated in 2 forms: Null and
alternative.
Null hypothesis is stated in a negative form. Ho is use to
represent null hypothesis.
It is a non-directional hypothesis. It is non-directional
because it does not indicate a favourable or negative
expectation of the findings.
Alternative hypothesis stated in positive form.
This is a directional hypothesis and H1 is use to represent
alternative hypothesis.
It specifies the relationship between variables.