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Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
Quanti vs quali research
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Quanti vs quali research

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This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class …

This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class activity.

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  • Does this ever happen in real life? Outside of a really weird video game, probably not
  • Does this ever happen in real life? Outside of a really weird video game, probably not
  • Transcript

    1. Lesson Objectives 1. Define Quantitative, Qualitative 2. Classify each whether they are basic or applied, qualitative or quantitative. 3. Distinguish the differences between and among different types of researches 4. Discuss the research process 5. Select three discipline- based researches from the sources you downloaded in journals, books and other reading materials for critiquing 6. Internalize the use of disciplinebased researches in writing your introduction and related literature 7. Type your initial research proposal using the institutional format 8. Send your soft copy of the initial research proposal to the email address: atiram40@yahoo.com
    2. QUALITATIVE RESEARCH The researcher relies only from his personal judgment or past experience with similar problems, such tan an “intuitive” “feel” for the situation to be sufficient for making decision. Whenever a manager observes a problem, he defines, formulates objectives, recognizes the constraints and evaluates the alternatives.
    3. QUANTITATIVE RESEARCH One who lacks experience with similar problems, or it is too complicated requiring a thoroigh analysis, or a problem becomes repetitive, the quantitativer analysis can maximize effectiveness in decision making. Combning it with qualitative, thus naks the best decision possible.
    4. BASIC VERSUS APPLIED RESEARCH Applied Research has some sort of application in the "real world. Sometimes, basic researchers have to respond by saying their research is simply about knowing more and might have no direct or obvious application; it's basically knowledge for the sake of knowledge. It's important to understand that achieving a good understanding of behavior involves both basic and applied research.
    5. BASIC RESEARCH Basic research is used to explore the fundamental bases of behavior, without regard to how those bases are manifested in the real world. It aims to explain, predict, and describe fundamental bases of behavior. For example, a popular memory procedure is to have people respond to words on a computer screen as fast as possible (e.g., saying the word, pressing a key). This can tell researchers about how information in your memory is linked to other information.
    6. APPLIED RESEARCH Applied Research aims to address and answer real-world problems. Importantly, it is based on previous theory. Examples of applied research topics include Persuasion, Eyewitness Memory, Clinical Treatments of Psychological Disorders, Behavioral Interventions for children with autism, Decision Making in Management, etc.
    7. VARIOUS TYPES OF RESEARCH • BASIC RESEARCH is concerned with knowledge for the sake of theory. Its design is not controlled by the practical usefulness of the findings. • APPLIED RESEARCH is concerned with showing how the findings can be applied or summarized into some type of teaching methodology. • PRACTICAL RESEARCH goes one step further and applies the findings of research to a specific "practical" teaching situation. • A useful way to look at the relationships among these three research types is illustrated in the diagram below. Each of the three different types of research contributes to the other in helping revise and frame the research from each category.
    8. VARIOUS TYPES OF RESEARCH • A useful way to look at the relationships among these three research types is illustrated in the diagram. Each of the three different types of research contributes to the other in helping revise and frame the research from each category.
    9. Explanation For example, practical research may be based on theory that came from previously done basic research. Or, theory may be generated by the combination of results from various practical research projects. The same bidirectional relationship exists between applied research and basic research or practical research.
    10. THE 7 STEPS TO RESEARCH PROCESS Step 1: Identify and Develop Your Topic Step 2: Find Background Information Step 3: Use Catalogs to Find Books and Media Step 4: Use Databases to Find Journal Articles Step 5: Find Internet Resources Step 6: Evaluate What You Find Step 7: Cite What You Find Using a Standard Format
    11. Identify and Develop Your Topic • State your topic idea as a question. For example, if you are interested in finding out about use of bath soaps by college students, you can pose the question, "What effect does use of bath soaps have on the brand loyalty of college students?" • Identify the main concepts or keywords in your question. In this case they are bath soaps, brand loyalty, college students.
    12. Find Background Information Test the main concepts or keywords in your topic by looking them up in the appropriate background sources or by using them as search terms in the Coastal Bend College Library Catalog and in online databases such as JSTOR or CINAHL. Check the subject headings listed in the subject field of the online record for these books and articles. Then do subject searches using those subject headings to locate additional titles. Prepare the Matrix.
    13. Use Catalogs to Find Books and Media Use keyword searching for a narrow or complex search topic. Use subject searching for a broad subject. Print or write down the citation (author, title,etc.) and the location information/ Put all thos information in a Review of Related Litature and Studies in a Matrix form.
    14. Use Databases to Find Journal Articles Use online databases to find citations to articles. Choose the database that best suits your particular topic; for example, search Literature Online for literary criticism topics, CINAHL for nursing topics, and Academic Search Complete for psychology topics. These databases and more are located on the library's website under Online Resources. If the full text is not linked in the database you are using, write down the citation from the database and search for the title of the journal in the Library Catalog. The catalog lists the print and electronic versions of journals.
    15. Find Internet Resources Use search engines and subject directories to locate materials on the Web. As information on the Internet varies in its reliability, it is suggested that you use directories such as the Library's Delicious Links [organized by subject] or Google Scholar, which contains links to the library's resources when available. (Note: To set up Google Scholar for Coastal Bend College access at home, read this guide [insert link]. To access the Library Online Resources, you will still need to log in with your Cougar ID.
    16. Evaluate What You Find You may be asked to utilize peer reviewed articles in your assignments. Many journals are peer reviewed, meaning that submitted articles are scrutinized by one or more experts in the field before they are published in the journal. Not all items in a peer reviewed journal have gone through this process, however. These items may include letters, editorials, news, and book reviews. Generally, only the primary articles, such as studies or review articles, are peer reviewed. You can search in EBSCOhost Research Databases, Gale Databases, and JSTOR for articles in peer-reviewed journals.
    17. Cite What You Find Using a Standard Format • Give credit where credit is due; cite your sources. • Citing or documenting the sources used in your research serves two purposes, it gives proper credit to the authors of the materials used, and it allows those who are reading your work to duplicate your research and locate the sources that you have listed as references. • Knowingly representing the work of others as your own is plagiarism. Use a citation style approved by your instructor. Style manuals are available at the Library and are listed, along with examples, on the Citations page.
    18. LEST US WRITE Directions: Prepare a paragraph wheter you can cite one or more author’s work/research. Put the complete source in your Rview of Related Literature/Studies Matrix.
    19. THE INSTITUTIONAL FORMAT RESEARCH Direction: Find time to read the handouts provided to you. Study the correct format we require at CVCITC Research Journal. Type your output in word document using our institutional format and send to atiram40@yahoo.com
    20. WRITING INTRODUCTION Weite a draft of your introduction and type usinr format, send to atiram40@yahoo.com. This is your homework.
    21. ASSIGNMENT 1.Identify the specific sources of research problems that you can use 2. List the characteristics of a good research problem. 3. Enumerate the steps of literature review in the search of problems for research. 4. Differentiate research problems that are discipline based from those that are action-based. 5.Recognize the value of a literature review matrix 6.Evaluate the literature review matrix sample 7. Make a literature review matrix as basis of identifying good research problems

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