Empirical

• This type of research requires that data be collected. Thus,

empiricalresearch is grounded in reality rather than in the some
abstract realm. Data may be collected by observation or by
experiment. The purpose of empirical research is to explain the data
collected through the development of a model or theory that
hypothesises about the relationship between the data and relevant
variables of the environment. The results of empirical research should
be able to be replicated as adherence to this method implies the use of
objective, reliable and valid research methodology and criteria
Theoretical
• Provides explanatory principles for phenomena. It may remain on an
abstract rather than a reality referred (data driven) level. In this type of
research, theoretical principles are developed, proposed and described.
Theoretical research is carried out in all disciplines.
Qualitative and quantitative
• Generally qualitative research focuses on the subjective experience
and perception of the research subjects. In qualitative research, the
researcher is the key instrument of data collection. Tools used include
open ended interviews, field notes, ‘conversations’ with participants or
journal diaries. The focus of qualitative research is not only to
describe but also to analyse: it seeks to look at the why of events not
just the what (Tuckman, 1988).
• In contrast, the focus of quantitative research is objective measures
rather than subjective experience. Data is collected in some objective
and replicable manner; this methodology provides greater distance
between the data and researcher than in qualitative studies. In addition,
data is usually analysed statistically in this type of research. The tools
of quantitative research include test performance scores, physiological
readings, survey responses and spectrometer readings
Experimental
• his type of research uses quantitative methods and involves a formal control
of variables. It may occur in a laboratory situation. True experimental
studiesinvestigate possible cause and effect relationships by exposing one or
more experimental groups to one or more treatment conditions and
comparing them to control groups who are equal in other respects but do not
receive the treatment/s. This type of design allows a comparison to be made
and a conclusion drawn about the effect of the treatment. For example, to
investigate student learning from computers one group of students learn
about a topic using the conventional teaching materials (the control group)
while another learns about the same topic using the same information except
the information is presented on a computer. Students would be randomly
assigned to the groups or matched using some valid criter
• ia. Variables such as intelligence, prior knowledge of the topic, familiarity with a
computer and gender would need to be accounted for or controlled in this process.
Other variables such as time of day and number of students in a learning group would
be equalised or randomised across the groups in order that these variables are also
controlled. After the learning period, the students’ knowledge of the topic would be
assessed using an identical test for both groups. Objective criteria would be used to
establish the test results of the groups. A conclusion about the effect of using a
computer for learning can then be drawn, as the other variables that would impact
upon the ability of the students to learn have been controlled. Experimental designs
demand scientific principles such as objectivity, replicability and validity be
upheld.Out of a laboratory it is often difficult to control all of the variables that impact
upon an experiment. Quasi-experimental designs use experimental methodology
without total control of relevant variables. Although the researcher in this situation
Correlation
• ces Investigates two or more existing situations in order to determine
and explain theirLearning Resour differences and similaritie
Research and Thesis writing3
• . Thesis structure guidelinesThis unit outlines and discusses the
structure of a research thesis. There is no one right way to structure a
thesis; instead, the structure will be influenced by the discipline you
are working within, the questions you pose, the methodology and
theoretical frameworks you use, and the issues you want to cover.
This unit will outline two common thesis structures and the internal
structure of the chapters or sections of a thesis.Common thesis
structures
 use or adapt to create your own structure
• .Type 1 – structureType I is traditionally used in Science disciplines
but is not restricted to these disciplines: it is used to report on research
which is experimental in nature. The thesis is organised into the
follow chapters:Of course, all theses haveAbstract sections such as a
titlepage, table of contents, listof figures and, sometimes,Introduction
an acknowledgments pagewhich precede the main sections of the
thesis.MethodsIn some disciplines, theResults results and
discussionsection are combinedwithin the one chapter.DiscussionAll
theses have a bibliography or reference listConclusion following the
conclusion.They may also h
 Abstracts
• The abstract section of the thesis should provide a complete
outline of the thesis and would normally do this within one to two
pages of double spaced text. It tells the reader:• WHAT the
research is about. • WHAT question the research is answering or
what gap in previous research the present research fills.The
abstract section of the thesis should provide a complete outline of
the thesis and would normally do this within one to two pages of
double spaced text. It tells the reader:• WHAT the research is
about. • WHAT question the research is answering or what gap in
previous research the present research fills.
• WHY the research was done ie the purpose or aims of the research•
HOW the research was done ie the methodology that was used.•
WHAT the research found ie the results• SO WHAT, tells why the
results are significant and what the implicationsare/may be.Because its
function is to provide an outline of the whole thesis, notice that it’s
one section that you can only finalise after you have completed writing
up the rest of your thesis.
Introductory Chapters
• The overarching purpose of an introductory chapter is to introduce your
research and your thesis; however, the scope of the introduction can vary
significantly according to the nature of your study and your discipline
area. Here we look only at the function and staging of the introductory
chapter or section for the WHOLE thesis. You will find further
information on the introductory sections for body chapters in a later
section of this module which examines body chapters .Traditionally the
introductory chapter functions to introduce the research in detail and
establish the validity of the research by showing that the previous
research in the field contains a ‘gap’ in knowledge that will be filled by
your research. The stages within an introduction function to:3
Methods chapters
• (in Type 1 structures)The methods chapter tells your reader ‘how’ you
carried out the research that was needed to answer your research
questions. In the traditional thesis structure it may take up a whole
chapter. The Methods sections/chapter functions to explain:WHEN the
study was carried out• WHERE the study was carried out• WHAT
materials, techniques, samples, data, approaches, theoretical
frameworks were used in the study, and• HOW the study was carried
out , or • WHAT procedures were used.These last two points might
include issues such as the statistics that were used to analyse data.