this slide is about the quality and the research ethics that should be known by the researcher before doing investigation or collecting the dat

1. BY:
SISKA FEBRI NURIZA
MELLATI MANDASARI
RIZANI UTAMI

2. QUALITY CRITERIA FOR
RESEARCH
VALIDITY
QUAL+QUAN
TRUSTWORTHINESS
AUTHENTICITY
CREDIBILITY
RIGOUR
VERACITY
EXTERNAL VALIDITY=
TRANSFERABILITY
RELIABILITY=
DEPENDABILITY

3. QUALITY CRITERIA FOR
RESEARCH
QUALITY CRITERIA IN
QUANTITATIVE RESEARCH1

4. QUALITY CRITERIA IN
QUANTITATIVE RESEARCH1
Whether the outcome based
on the function of the
various variable and
treatment factors measured
.
.
A

5. QUALITY CRITERIA IN
QUANTITATIVE RESEARCH1

6. QUALITY CRITERIA IN
QUANTITATIVE RESEARCH1
B

7. QUALITY CRITERIA IN
QUANTITATIVE RESEARCH1

8. QUALITY CRITERIA IN
QUALITATIVE RESEARCH2

9. QUALITY CRITERIA IN
QUALITATIVE RESEARCH2

10. QUALITY CRITERIA IN
QUALITATIVE RESEARCH2

11. QUALITY CRITERIA IN
QUALITATIVE RESEARCH2

12. QUALITY CRITERIA IN
QUALITATIVE RESEARCH2

13. QUALITY CRITERIA IN
QUALITATIVE RESEARCH
2
A

14. QUALITY CRITERIA IN
QUALITATIVE RESEARCH
2
B

15. QUALITY CRITERIA IN
QUALITATIVE RESEARCH
2

16. QUALITY CRITERIA IN
QUALITATIVE RESEARCH
2

17. QUALITY CRITERIA IN MIXED
METHOD RESEARCH
2

18. To the constituent method
QUALITY CRITERIA IN MIXED
METHOD RESEARCH
2

19. To the constituent method
QUALITY CRITERIA IN MIXED
METHOD RESEARCH
2

20. RESEARCH ETHICS
Qualitative versus Quantitative in
research ethics
Qualitative research
often interrupt more
into the human private
area
Ethical issues become a
hindrance in the study

21. Some Key Ethical Dilemmas and Issue
How seriously we should take the various ethical issues in
educational context.
Examples of sensitive aspects of research are :
• The amount of shared information
• Relationship
• Data collection methods
• Anonymity
• Handling the collected data
• Ownership of the data
• Sensitive information
• Testing

22. Legal Context
Research integrity
Ethical principles is implemented by legal and
institutional requirements
The heart of research ethics lie the moral character of the reseracher

23. Guiding standards describing the researchers’ general
responsibilities to the field recognized by the Ethical Standards of
the American Educational Research Association (AERA, 2002):
 Educational research must not misinterpret authorship, evidence,
data, findings, or conclusions
 Educational researchers must not knowingly or negligently use
their professional rules for imitation purposes
 Educational research should report their finding accurately,
keeping secret or selectively communicating their findings

24. Protection from harm and achieving an equitable cost-
benefit balance
The primary principle or research ethics is that no
mental or physical harm should come to the
respondents
Make sure that the participant benefit from our research
in some way
Try to make the cost-benefit balance as equitable as
possible

25. Privacy, confidentiality, anonymity, and data
storage
The basic ethical principle : the respondents’ right (right to refuse,
withdraw from the study completely without offering any explanation,
remain anonymous, confidentiality)
The implications of these basic principles :
 Do not promise the highly confidentiality than we can achieve
 When we do not get the result like we are expected, we have to respect
the confidentiality
 We must make sure that the respondents in transcribed / recorded data
are not identifiable

26. Informed consent and the issue of deception
How little information is enough to share in order to
remain ethical?
The participants have the right to be informed about the following
points:
 The aim of investigation and the purpose for which he data will be used
 The task the participants will be expected to perform during the study
 The possible risk and the potential consequences of participating in the
research
 The scope to which answer will be held confidential
 The basic right of the participants to leave from the study

27. Deception
Forms of consent and the consent of forms
In order to avoid participant bias or invalidating the
study deception is needed
Two basic forms of consents
1. Active consent : involves consenting to participate in
research study by signing a consent form
2. Passive consent involves not objecting to the study

28. A written consent form usually contains the following details:
 A fair explanation of the purpose of the research and the procedure to be
followed
 A description of any risks and benefits the participant may receive
 A statement of the scope result that will be kept confidential
 A statement that participant is voluntary, can leave and refuse to
participate at any time without punishment
 An offer to answer any questions concerning the procedure and receive a
copy of the results
 Signature of both the participants and the researcher, agreeing to these
requirements

30. Additional consent from teachers and parents
When someone else need to be consulted

31. RESEARCH QUESTIONS AND
HYPOTHESIS
The right way to do research :
 One or more research questions
 Choosing the design / method
 The instrument

32. Research Topic, Research Purpose, and Research Questions
Research Topic : General idea/interest and sometimes its still
unclearly
EXAMPLE : Language and gender
Research Purpose : Short statement that describe the specifically
address that we are trying to study.
EXAMPLE : The study investigates the differences in language use by
female and male Malaysian teenage bloggers who use blogs as a diary
to express their daily issues about life

33. Research Question : Translating the research purpose into
specific research questions
EXAMPLE :
The title : Flouting and Hedging in the Graduate Students’
Classroom Discussion Context at State University of Padang
1) How does the flouting of maxims occur in the graduate
students’ classroom discussion context?
2) How does the hedging of maxims occur in the graduate
students’classroom discussion context?

34. Research hypothesis : Statement that formulate specific
prediction about outcome and
result of the study
EXAMPLE :
Alternative Hypothesis (Ha) : There is a significance
differences between teaching vocabulary by using
hyponymy games for the secondary students
Null Hypothesis (Ho) : There is no significance difference
between teaching vocabulary by using hyponymy games for
the secondary students

35. Paradigmatic Differences in Formulating the Research
Questions
Qualitative
studies
Quantitative
studies
1. Research questions tend to
be broader.
2. Focus on the big main
phenomena
3. Investigators have focus on
the nature of the study instead
1. The more specific the research
purpose / questions
2. The good quantitative research
often identify the target variables
and the causal or descriptive
relationship between them.
3. The research questions: specify
concrete methodological
procedures and research hypothesis
are also containing the research’s
prediction

36. Mixed methods
studies
Mixed method studies need to
have both qualitative and
quantitative research questions or
hypothesis that addressed in the
qualitative and quantitative
approach

37. Qualitative studies
The example of research questions from an Ethnography study :
‘How do early adolescent females read literature that falls outside
that realm of fiction?
Quantitative studies
Alternative Hypothesis (Ha) : There is a significance differences between
teaching vocabulary by using hyponymy games for the secondary
students
Null Hypothesis (Ho) : There is no significance difference between
teaching vocabulary by using hyponymy games for the secondary
students

38. Mixed methods studies
Example of two phase study with the research hypothesis and questions stated in
sections introducing each phase:
The first phase quantitative study, the researcher mentioned the hypothesis guiding her
study:
 There would be no significance difference between students in the middle school and
those in the junior high school in attitude toward science as a school subject.
 There would be no significance difference between students in the middle school and
those in the junior high school in achievement in science.
Prior to the qualitative phase, the researcher raised questions to explore the quantitative
results. Focusing in on the achievement test result:
What differences currently exist between the middle school instructional strategy and
the junior high instructional strategy at this school in transition.
How has this transition period impacted science attitude and achievement of the
students?
How do teachers feel about the change process?

39. Piloting the research
Piloting is more important in quantitative studies than
qualitative
Research log
The right start of a research project
Techniques to manage and store data records
Other Essentials for Launching a Study

40. There are three reasons the researcher
error in doing research study :
1. The lack of knowledge or the researcher
does not realize the significance of
piloting study
2. The researcher tends to do collection data
in a hurry
3. The researcher has not a schedule of
time/timeframe of research when data
collecting should be done.

42. Choosing an Area
What can be researched?
What area should I choose?
Who will supervise me?
What am I expected to do?
In–house rules : Word limit, presentation, referencing system

43. Getting Organized
How do I organize my time?
Makin a plan
Structuring your work
Timetable
Write a list of chapter
• Title
• Abstract
• Introduction
• Literature review
• Methodology
• Data or Result
• Analysis
•Discussion
•Conclusion

44. Using Resources
Books and journals
Electronic resources
People
The internet
Where to look in libraries
databases
Dictionaries and glossaries

45. Being a Researcher
What research looks like
• Research questions
• Theory
• Hypothesis
• Different kind of
intellectual material :
Quantitative research,
Qualitative research, and
pure theory.

46. Reviewing the literature
The following guidelines may help you how to decide what to read, how
carefully read it and how much detail to report:
1. Draw up a draft plan (content page) of your
entire project, how many word.
2. In writing the literature review not all of idea that
got you write on
3. Drive literature review by topic
4. Methodology
5. Use what you read to identify disagreement and
paradox
6. Evaluate your writing, reread not just report it

47. How to read and how to make notes
Always know why you are reading something,
what you hope to find out, and don’t make notes
that are not specific to your work
Always label a note or quote with the author’s
name, date of publication, and page number.
If you quote directly, put it in inverted comma to
avoid plagiarism

48. Theory-only Projects
Setting up Data-based Research
Making sure you know enough
Getting subjects and informants
Accessing and using equipment
Safety and ethics
Discussion and drawing
conclusions
Handling data and knowing how
to interpret your results
Ending up with manageable
results
Reducing the risk of it going
wrong
Presenting symbols and numbers
Avoiding plagiarism

49. Being streetwise: keeping on the right side of
your assessor
Obey
Express yourself
with care
Navigate the
supplementary
data
Label your work
clearly
Indicate the
structure clearly
Word-process
give the
impression

50. Comment and suggestion
1. Elwin zebua : AERA, fabricate and falsify,
tranferability
2. Desfiyenti : additional example of content
validity
Questions :
1. Ria afrina : pilot study and data
management