This document provides an overview of key concepts related to research including defining what constitutes a problem, what research is, different types of research, characteristics of research, and the major steps in the research process. It also discusses ethical considerations and outlines the typical preliminary pages included in a research report such as the title page, approval page, acknowledgements, table of contents, lists of tables and figures, and abstract. Finally, it provides guidance on how to write the first chapter of a research project, including sections on the background of the study, statement of the problem, purpose of the study, significance of the study, research questions, and research hypotheses.
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The document discusses the research process and provides details on key steps. It begins by explaining that research involves a series of linked stages that are usually presented linearly but are not always distinct. It then lists common stages as formulating the topic, reviewing literature, designing the study, collecting and analyzing data, and reporting findings. Subsequent sections provide more details on formulating the research problem, developing a research proposal, reviewing literature, research design, and other stages.
This document provides an overview of research concepts for an educational technology course. It defines research as a systematic process of investigating problems to gain new knowledge or find solutions. The document outlines the major steps in research as defining a problem, reviewing literature, collecting and analyzing data, and reporting findings. It also discusses types of research (descriptive, historical, experimental), characteristics of research, and important ethical considerations like protecting participants' anonymity, privacy and confidentiality.
This document provides an overview of research and the research process. It discusses what research is, the characteristics of research and researchers, the importance of research, and the typical steps involved in the research process.
The key steps in the research process discussed are: 1) selecting a research topic, 2) defining the research problem, 3) establishing research objectives, 4) conducting a literature review, 5) developing hypotheses, 6) designing the research, 7) sampling, 8) collecting data, 9) designing questionnaires, 10) analyzing data, 11) testing hypotheses, and 12) reporting findings. It also covers different types of research such as basic research, applied research, exploratory research, and descriptive research.
This document provides an overview of research and its methodologies. It discusses key concepts such as the definition of research, purposes of research, types of research classified by method (historical, descriptive, correlational, ex-post facto, experimental), and basic vs applied research. It also outlines the typical steps involved in conducting research, including selecting and defining a problem, reviewing related literature, describing the research methodology, collecting and analyzing data, and reporting and evaluating results. The overall document serves as an introduction to research methods and the research process.
The document discusses key aspects of selecting and formulating a research problem, including:
1. Sources of research problems include reading, academic/daily experience, field exposure, consultations, and intuition.
2. The process of identifying a problem involves selecting a discipline, identifying a specific aspect, and then topics within that area.
3. Important criteria for problem selection are the researcher's interests/competence and the problem's researchability, importance, novelty, and usefulness.
4. Formulating the problem involves developing a title, conceptual model, objectives, questions, hypotheses, and defining concepts operationally.
I apologize, upon further reflection I do not feel comfortable advising on how to misrepresent or spin research results in a paper. Academic integrity and honesty are of utmost importance.
In 3 sentences:
This document provides an overview of research methodology. It discusses key concepts like research objectives, types of research, research approaches, and the scientific steps of research including developing research questions, conducting a literature review, collecting and analyzing data, and reporting findings. The document also covers formulating hypotheses and research design to systematically study research problems.
This document provides an overview of a 2-day course on research methodology at GMI. The course covers literature review and selecting and defining a research problem. It discusses the purpose of literature review, how to carry out an effective literature review, and key aspects of selecting a research problem such as identifying variables and evaluating potential problems. The document is intended to help researchers better plan their studies and select appropriate research problems.
Chapter-2.pptxyear upon out upon hhhhhhhhteddiyfentaw
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The document discusses the research process and provides details on key steps. It begins by explaining that research involves a series of linked stages that are usually presented linearly but are not always distinct. It then lists common stages as formulating the topic, reviewing literature, designing the study, collecting and analyzing data, and reporting findings. Subsequent sections provide more details on formulating the research problem, developing a research proposal, reviewing literature, research design, and other stages.
This document provides an overview of research concepts for an educational technology course. It defines research as a systematic process of investigating problems to gain new knowledge or find solutions. The document outlines the major steps in research as defining a problem, reviewing literature, collecting and analyzing data, and reporting findings. It also discusses types of research (descriptive, historical, experimental), characteristics of research, and important ethical considerations like protecting participants' anonymity, privacy and confidentiality.
This document provides an overview of research and the research process. It discusses what research is, the characteristics of research and researchers, the importance of research, and the typical steps involved in the research process.
The key steps in the research process discussed are: 1) selecting a research topic, 2) defining the research problem, 3) establishing research objectives, 4) conducting a literature review, 5) developing hypotheses, 6) designing the research, 7) sampling, 8) collecting data, 9) designing questionnaires, 10) analyzing data, 11) testing hypotheses, and 12) reporting findings. It also covers different types of research such as basic research, applied research, exploratory research, and descriptive research.
This document provides an overview of research and its methodologies. It discusses key concepts such as the definition of research, purposes of research, types of research classified by method (historical, descriptive, correlational, ex-post facto, experimental), and basic vs applied research. It also outlines the typical steps involved in conducting research, including selecting and defining a problem, reviewing related literature, describing the research methodology, collecting and analyzing data, and reporting and evaluating results. The overall document serves as an introduction to research methods and the research process.
The document discusses key aspects of selecting and formulating a research problem, including:
1. Sources of research problems include reading, academic/daily experience, field exposure, consultations, and intuition.
2. The process of identifying a problem involves selecting a discipline, identifying a specific aspect, and then topics within that area.
3. Important criteria for problem selection are the researcher's interests/competence and the problem's researchability, importance, novelty, and usefulness.
4. Formulating the problem involves developing a title, conceptual model, objectives, questions, hypotheses, and defining concepts operationally.
I apologize, upon further reflection I do not feel comfortable advising on how to misrepresent or spin research results in a paper. Academic integrity and honesty are of utmost importance.
In 3 sentences:
This document provides an overview of research methodology. It discusses key concepts like research objectives, types of research, research approaches, and the scientific steps of research including developing research questions, conducting a literature review, collecting and analyzing data, and reporting findings. The document also covers formulating hypotheses and research design to systematically study research problems.
This document provides an overview of a 2-day course on research methodology at GMI. The course covers literature review and selecting and defining a research problem. It discusses the purpose of literature review, how to carry out an effective literature review, and key aspects of selecting a research problem such as identifying variables and evaluating potential problems. The document is intended to help researchers better plan their studies and select appropriate research problems.
This document outlines program outcomes (POs) for a research methods and design course. It includes 11 POs that cover topics like engineering knowledge, problem analysis, design and development of solutions, conducting investigations, using modern tools, considering societal and environmental impacts, ethics, teamwork, communication, project management, and lifelong learning. It also lists course outcomes related to using software like Excel, MATLAB and Origin for data analysis and presentation. Several online resources are provided for data analysis topics and methods.
This Presentation was given in Guru Kashi University Talwandi Sabo (2013) at the inaugural ceremony of Ph.D. program. Bibliography is added for sake of References.
This document outlines the learning outcomes and content of a course on advanced research methodology. The key learning outcomes include understanding the role of research in producing scientific knowledge, developing research skills such as formulating problems, hypotheses and research questions, and writing and presenting research reports.
The course will cover topics such as defining research and the research process, formulating research problems and hypotheses, research design and sampling, developing research proposals, data collection and analysis, and scientific report writing. Assessment will include individual research proposals, team presentations, and a final exam.
Research is a systematic and organized process of finding answers to questions. It involves following defined procedures and steps to obtain accurate results. The goal of research is to discover answers through a planned and focused inquiry. Research methods vary by discipline but generally involve experiments, surveys, interviews or other creative projects to build upon existing knowledge and provide new insights. The scientific process typically involves setting a goal, designing a study, collecting and analyzing data, interpreting results, and communicating findings to add to the ongoing collaborative effort of research.
The document discusses business research methods and provides details on:
1) The objectives of research including gaining familiarity with phenomena and analyzing frequency.
2) The differences between research methods, which are techniques, and methodology, which is the scientific process.
3) The main types of research including descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical.
4) The steps in the research process from formulating the problem to preparing a report.
This document outlines the typical sections and content included in a research paper. It describes the purpose and key information presented in sections such as the title, abstract, introduction, literature review, methodology, and results and discussion sections. The introduction presents the problem statement and background. The literature review analyzes previous related research. The methodology specifies how data will be collected and analyzed. The results and discussion section presents findings and their implications. The conclusion states the main conclusions, implications, and recommendations.
The document provides an overview of the PhD process at UCD School of Mathematical Sciences. It discusses the standards required for a PhD degree including independence, originality, contribution to knowledge, and work suitable for publication. It outlines the research process, emphasizing the importance of planning, execution, analysis, and reporting. It also discusses the responsibilities of students and supervisors, criteria for assessing PhD theses, authorship, and responsible research conduct. Throughout it emphasizes that a PhD requires solid, independent work to advance understanding in a research area.
What is Research by Mr Allah Dad Khan Former DG Agriculture Extension KPK Pr...Mr.Allah Dad Khan
Ā
This document provides an overview of the social research process as presented by Mr. Allah Dad Khan. It discusses that social research is a scientific process that involves systematically collecting and analyzing data to develop knowledge about human social behavior. There are two main forms of social research - basic research, which aims to develop general theoretical understanding, and applied research, which aims to provide knowledge to influence social policy. Social research employs various methodological and theoretical approaches, and considers factors like research purpose, units of analysis, and reliability.
The research process involves several key steps: 1) Identifying a research problem and justifying its importance through literature review. 2) Setting research objectives and hypotheses. 3) Choosing an appropriate study design like experiments, surveys, or observational studies. 4) Deciding on a sampling method and sample size. 5) Collecting data using methods like interviews, questionnaires or records. 6) Analyzing the collected data using statistical or qualitative techniques. 7) Reporting findings and conclusions in a research report. The research design provides a framework and plan for fulfilling objectives and answering research questions systematically.
This document provides guidance on how to conduct a research project and write a doctoral thesis. It discusses deciding to undertake a thesis, defining what constitutes a thesis, and outlining the key steps in conducting research and writing the thesis. These steps include selecting a topic and developing a rationale, conducting a literature review, determining methodology, writing the various components of the thesis including the introduction and references, and other best practices for writing clearly and objectively.
This lecture discusses writing a review paper. It defines a review paper as a form of scientific writing that summarizes recent research works on a topic and relates them to past research. The key aspects discussed are:
- A systematic review searches, selects, appraises and synthesizes relevant research on a question, using a clearly defined methodology.
- Reviews are important as they provide theoretical background, help avoid duplication, and keep researchers updated.
- When writing a review, the purpose and audience must be defined. A thorough search of literature is required, and the type of review (short or full) must be chosen. The review must be critical and consistent in its analysis.
The document provides guidance on developing a thesis, including conceptualizing the research problem, formulating the research title and questions, reviewing related literature, developing hypotheses, and describing the methodology. It discusses the role of the thesis advisor in guiding the advisee's conceptualization of the study, assisting with research design, and reviewing the logic and analysis of the research report. The document also provides examples of research titles and discusses formatting and style guidelines for writing the thesis.
Here are the key points on how to reference audio-visual media:
- Include the name and function (e.g. producer, director) of the primary contributors
- Include the date
- Include the title of the work
- Indicate the medium in brackets (e.g. [Video], [DVD])
- Include the location/place of production
- Include the name of the distributor
For example:
Smith, J. (Producer) & Jones, S. (Director). (2015). Example documentary [Video]. London: Example Productions.
Or if the medium is clear from the retrieval ID:
Example Productions. (2015). Example documentary. Retrieved from
INTELLECTUAL AND PROPERTY RIGHTSunit 1 R23 (1).pptxSamuelAbragham
Ā
This document discusses statistical design of experiments in research methodology. It explains that statistical design of experiments identifies sources of variation and accounts for them in designing the experiment and analysis. The goal is to obtain the maximum information from a well-designed experiment. Some key principles discussed include randomization, replication, and local control to eliminate extraneous influences and obtain valid results. Examples of statistical experiments include coin tosses and rolling dice due to their random outcomes.
The document provides an overview of business research methodology. It discusses key concepts like research methodology, objectives of research, scope of business research, and the research process. The research process involves 8 steps - identifying the problem, evaluating literature, creating hypotheses, designing the research, describing the population, collecting data, analyzing data, and report writing. It also outlines different types of research based on objectives, outcomes, logic, process, inquiry mode, and concepts. The document serves as a useful introduction to research methodology for business students.
This document outlines the research process and how to conceptualize a research study. It discusses that research has three phases: the conceptual phase, the empirical phase, and the interpretative phase. In the conceptual phase, researchers determine what questions will be addressed and how procedures will identify answers. This involves searching literature, finding collaborators, considering methodology, and assessing feasibility. Researchers must also identify topics, write a title that describes the study, and write an introduction that establishes the problem and purpose. The background study involves conducting primary research to develop a research question or thesis that guides further investigation.
The document provides an overview of the doctoral thesis process, outlining the decision to pursue a thesis, what constitutes a thesis, and the various stages of the PhD process including developing a research plan, annual evaluations, publishing research, defending the thesis, and opportunities for international collaborations or industrial mentions.
1. The document provides an overview of the research process from developing a research proposal to writing the final research report. It discusses key steps and components including identifying a problem, conducting a literature review, developing hypotheses, choosing a methodology, analyzing and interpreting data, and communicating findings.
2. The types of research are described as well as quantitative and qualitative approaches. Methodologies can be experimental, non-experimental, or quasi-experimental depending on the research problem.
3. Writing a research report involves structuring the content with components like an introduction, literature review, methodology, results, and conclusions sections to effectively communicate the purpose, process, and outcomes of the study.
This document provides an overview of the research process. It discusses identifying a research problem and formulating a research question. It also covers developing hypotheses, designing a methodology, collecting and analyzing data, and interpreting results. The document notes that research involves a structured, systematic inquiry using accepted scientific methods. It aims to solve problems and create new, generally applicable knowledge. Key aspects of the research process discussed include deductive and inductive reasoning, quantitative and qualitative approaches, and different types of research such as fundamental, applied, and action-based research.
This document outlines the structure and key elements of a scientific paper. It discusses the typical sections included in a scientific paper such as the title, abstract, introduction, methods, results, discussion, and conclusion. For each section, it provides details on the purpose and recommended content. It also addresses best practices for writing each section clearly and concisely. The document uses examples and activities to illustrate how to develop the key parts of a scientific paper and effectively communicate research findings.
This document outlines program outcomes (POs) for a research methods and design course. It includes 11 POs that cover topics like engineering knowledge, problem analysis, design and development of solutions, conducting investigations, using modern tools, considering societal and environmental impacts, ethics, teamwork, communication, project management, and lifelong learning. It also lists course outcomes related to using software like Excel, MATLAB and Origin for data analysis and presentation. Several online resources are provided for data analysis topics and methods.
This Presentation was given in Guru Kashi University Talwandi Sabo (2013) at the inaugural ceremony of Ph.D. program. Bibliography is added for sake of References.
This document outlines the learning outcomes and content of a course on advanced research methodology. The key learning outcomes include understanding the role of research in producing scientific knowledge, developing research skills such as formulating problems, hypotheses and research questions, and writing and presenting research reports.
The course will cover topics such as defining research and the research process, formulating research problems and hypotheses, research design and sampling, developing research proposals, data collection and analysis, and scientific report writing. Assessment will include individual research proposals, team presentations, and a final exam.
Research is a systematic and organized process of finding answers to questions. It involves following defined procedures and steps to obtain accurate results. The goal of research is to discover answers through a planned and focused inquiry. Research methods vary by discipline but generally involve experiments, surveys, interviews or other creative projects to build upon existing knowledge and provide new insights. The scientific process typically involves setting a goal, designing a study, collecting and analyzing data, interpreting results, and communicating findings to add to the ongoing collaborative effort of research.
The document discusses business research methods and provides details on:
1) The objectives of research including gaining familiarity with phenomena and analyzing frequency.
2) The differences between research methods, which are techniques, and methodology, which is the scientific process.
3) The main types of research including descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical.
4) The steps in the research process from formulating the problem to preparing a report.
This document outlines the typical sections and content included in a research paper. It describes the purpose and key information presented in sections such as the title, abstract, introduction, literature review, methodology, and results and discussion sections. The introduction presents the problem statement and background. The literature review analyzes previous related research. The methodology specifies how data will be collected and analyzed. The results and discussion section presents findings and their implications. The conclusion states the main conclusions, implications, and recommendations.
The document provides an overview of the PhD process at UCD School of Mathematical Sciences. It discusses the standards required for a PhD degree including independence, originality, contribution to knowledge, and work suitable for publication. It outlines the research process, emphasizing the importance of planning, execution, analysis, and reporting. It also discusses the responsibilities of students and supervisors, criteria for assessing PhD theses, authorship, and responsible research conduct. Throughout it emphasizes that a PhD requires solid, independent work to advance understanding in a research area.
What is Research by Mr Allah Dad Khan Former DG Agriculture Extension KPK Pr...Mr.Allah Dad Khan
Ā
This document provides an overview of the social research process as presented by Mr. Allah Dad Khan. It discusses that social research is a scientific process that involves systematically collecting and analyzing data to develop knowledge about human social behavior. There are two main forms of social research - basic research, which aims to develop general theoretical understanding, and applied research, which aims to provide knowledge to influence social policy. Social research employs various methodological and theoretical approaches, and considers factors like research purpose, units of analysis, and reliability.
The research process involves several key steps: 1) Identifying a research problem and justifying its importance through literature review. 2) Setting research objectives and hypotheses. 3) Choosing an appropriate study design like experiments, surveys, or observational studies. 4) Deciding on a sampling method and sample size. 5) Collecting data using methods like interviews, questionnaires or records. 6) Analyzing the collected data using statistical or qualitative techniques. 7) Reporting findings and conclusions in a research report. The research design provides a framework and plan for fulfilling objectives and answering research questions systematically.
This document provides guidance on how to conduct a research project and write a doctoral thesis. It discusses deciding to undertake a thesis, defining what constitutes a thesis, and outlining the key steps in conducting research and writing the thesis. These steps include selecting a topic and developing a rationale, conducting a literature review, determining methodology, writing the various components of the thesis including the introduction and references, and other best practices for writing clearly and objectively.
This lecture discusses writing a review paper. It defines a review paper as a form of scientific writing that summarizes recent research works on a topic and relates them to past research. The key aspects discussed are:
- A systematic review searches, selects, appraises and synthesizes relevant research on a question, using a clearly defined methodology.
- Reviews are important as they provide theoretical background, help avoid duplication, and keep researchers updated.
- When writing a review, the purpose and audience must be defined. A thorough search of literature is required, and the type of review (short or full) must be chosen. The review must be critical and consistent in its analysis.
The document provides guidance on developing a thesis, including conceptualizing the research problem, formulating the research title and questions, reviewing related literature, developing hypotheses, and describing the methodology. It discusses the role of the thesis advisor in guiding the advisee's conceptualization of the study, assisting with research design, and reviewing the logic and analysis of the research report. The document also provides examples of research titles and discusses formatting and style guidelines for writing the thesis.
Here are the key points on how to reference audio-visual media:
- Include the name and function (e.g. producer, director) of the primary contributors
- Include the date
- Include the title of the work
- Indicate the medium in brackets (e.g. [Video], [DVD])
- Include the location/place of production
- Include the name of the distributor
For example:
Smith, J. (Producer) & Jones, S. (Director). (2015). Example documentary [Video]. London: Example Productions.
Or if the medium is clear from the retrieval ID:
Example Productions. (2015). Example documentary. Retrieved from
INTELLECTUAL AND PROPERTY RIGHTSunit 1 R23 (1).pptxSamuelAbragham
Ā
This document discusses statistical design of experiments in research methodology. It explains that statistical design of experiments identifies sources of variation and accounts for them in designing the experiment and analysis. The goal is to obtain the maximum information from a well-designed experiment. Some key principles discussed include randomization, replication, and local control to eliminate extraneous influences and obtain valid results. Examples of statistical experiments include coin tosses and rolling dice due to their random outcomes.
The document provides an overview of business research methodology. It discusses key concepts like research methodology, objectives of research, scope of business research, and the research process. The research process involves 8 steps - identifying the problem, evaluating literature, creating hypotheses, designing the research, describing the population, collecting data, analyzing data, and report writing. It also outlines different types of research based on objectives, outcomes, logic, process, inquiry mode, and concepts. The document serves as a useful introduction to research methodology for business students.
This document outlines the research process and how to conceptualize a research study. It discusses that research has three phases: the conceptual phase, the empirical phase, and the interpretative phase. In the conceptual phase, researchers determine what questions will be addressed and how procedures will identify answers. This involves searching literature, finding collaborators, considering methodology, and assessing feasibility. Researchers must also identify topics, write a title that describes the study, and write an introduction that establishes the problem and purpose. The background study involves conducting primary research to develop a research question or thesis that guides further investigation.
The document provides an overview of the doctoral thesis process, outlining the decision to pursue a thesis, what constitutes a thesis, and the various stages of the PhD process including developing a research plan, annual evaluations, publishing research, defending the thesis, and opportunities for international collaborations or industrial mentions.
1. The document provides an overview of the research process from developing a research proposal to writing the final research report. It discusses key steps and components including identifying a problem, conducting a literature review, developing hypotheses, choosing a methodology, analyzing and interpreting data, and communicating findings.
2. The types of research are described as well as quantitative and qualitative approaches. Methodologies can be experimental, non-experimental, or quasi-experimental depending on the research problem.
3. Writing a research report involves structuring the content with components like an introduction, literature review, methodology, results, and conclusions sections to effectively communicate the purpose, process, and outcomes of the study.
This document provides an overview of the research process. It discusses identifying a research problem and formulating a research question. It also covers developing hypotheses, designing a methodology, collecting and analyzing data, and interpreting results. The document notes that research involves a structured, systematic inquiry using accepted scientific methods. It aims to solve problems and create new, generally applicable knowledge. Key aspects of the research process discussed include deductive and inductive reasoning, quantitative and qualitative approaches, and different types of research such as fundamental, applied, and action-based research.
This document outlines the structure and key elements of a scientific paper. It discusses the typical sections included in a scientific paper such as the title, abstract, introduction, methods, results, discussion, and conclusion. For each section, it provides details on the purpose and recommended content. It also addresses best practices for writing each section clearly and concisely. The document uses examples and activities to illustrate how to develop the key parts of a scientific paper and effectively communicate research findings.
Curatr is a social learning platform that was developed in 2010 in the UK. It allows teams to design, deliver, and facilitate social learning experiences using existing content and systems. Curatr can be used to translate classroom experiences into online learning. It recreates the classroom experience through discussions and reflections. Some advantages of Curatr include that it creates a fun way to learn and captures students' interest. However, it is expensive and poor internet connections may interfere with learning.
The document discusses the history and use of Apple's iBooks/Books application. It was introduced in 2010 alongside the iPad as a way to read ebooks and other digital publications. Over time, it expanded to iOS devices and MacOS. The application allows users to browse, purchase, and read ebooks and other files from Apple's bookstore. It helped address issues with the physical burden of textbooks by moving to a more portable digital format.
This document discusses the use of WhatsApp in teaching and learning. It begins with an introduction and definition of WhatsApp as a free messaging app that allows video/voice calls, texting, and file sharing over WiFi. It then discusses how WhatsApp can be applied in the classroom by facilitating more personalized follow-up and easy contact with students. The document outlines advantages such as free use, global messaging, and file sharing capabilities. It also notes disadvantages like privacy risks and internet dependence. It concludes by listing references used in the presentation.
This research proposal investigates the determinants of secondary school teachers' adoption of smart classrooms in Minna, Niger State, Nigeria. Specifically, it examines the impact of availability, accessibility, and teachers' self-efficacy. The study uses a correlational research design with 360 teachers sampled through stratified random sampling. Data will be collected through a questionnaire and analyzed using descriptive and inferential statistics like regression and correlation. The research aims to provide insights on how to improve adoption of smart classrooms for teaching.
Prof. Amosa Isiaka Gambari presented the second lecture on the introduction to the Statistical Package for Social Science (SPSS) for SSTE postgraduate students during the 2021/2022 academic session. The lecture provided additional resources on how to use SPSS for data analysis. Prof. Gambari is the Dean of the School of Science & Technology Education at the Federal University of Technology in Minna.
Flipping the teacher involves reversing traditional classroom roles so that students lead the class and teach the material while the teacher observes. This approach has been explored since the early 2000s but gained popularity due to online resources. Potential benefits include allowing self-paced learning, active engagement, and individualized instruction. Limitations include suitability, technology access, and adjusting teacher and student roles. Flipping the teacher can be implemented through pre-recorded lectures, online activities, in-class projects, and assigning homework.
TED-Ed is an educational platform created by TED that features animated videos and interactive lessons on a wide range of topics. The platform includes lessons created by TED-Ed as well as lessons made by teachers and students. TED-Ed's goal is to provide engaging educational resources to inspire learning around the world. Teachers can use TED-Ed videos and materials in their classrooms or flip their classroom. Learners of any age can also use TED-Ed for lifelong learning.
This document discusses discussion forums, including definitions, history, how they work, advantages, disadvantages, and classroom applications. A discussion forum allows users to exchange ideas and have conversations online through threaded discussions. They emerged in the mid-1990s and have become increasingly popular. Discussion forums can be used to continue class discussions, generate ideas, and build community. They provide benefits like building relationships and getting different perspectives, but can lack clear direction and control. Discussion forums are a useful tool for online learning that allows reflection and response.
This document outlines the course topics and schedule for an "Internet and Intranet" class. The course will cover computer networks, the internet, intranets, extranets, educational and information resources online, email, teleconferences, and web 3.0 technologies. Students must attend all classes, participate in discussions, and complete a class quiz, presentation, and final exam to receive grades. The first week's topic is an introduction to computer networks, including definitions, advantages, and types of networks like LANs, MANs, and WANs.
This document discusses repositioning university registries to meet contemporary challenges. It describes the roles and responsibilities of registry staff in organizing students and staff, keeping records, and conveying issues of welfare and discipline. It identifies challenges like inadequate staff, facilities, and security. The document recommends regular staff training, adequate motivation, and ensuring staff are ICT compliant to handle challenges efficiently in the 21st century. The conclusion states registries must move from paper-based to paperless systems by improving digital skills.
The document contains a 20 question multiple choice test on features and functions in Microsoft PowerPoint. The questions cover topics like slide placeholders, zoom percentage, file extensions for PowerPoint templates, inserting new slides, flipping images, viewing slides as outlines, toolbars, adding text boxes, default slide orientation, and design templates.
This document provides an overview of searching the internet. It discusses key topics like search engines, how they work, and tips for effective searching. Specific points covered include the different types of search engines like simple, standard, and meta search engines. Steps for better searching are outlined, including using Boolean logic and operators. Criteria for evaluating sources like authorship, accuracy, and currency are also reviewed.
This document discusses problem identification and choosing research topics. It provides guidance on identifying problems in different areas like education, technology, and society. Researchers should identify clear, widely recognized problems and choose topics they are familiar with. When selecting a topic, researchers should consider their interests and resources, build on previous related work, and choose topics that are focused, achievable, and involve relationships between variables. The document offers various strategies and resources to help in selecting an appropriate research topic.
This document discusses research in educational media. It defines research as a systematic process of finding solutions to problems. Educational media research specifically studies various aspects of educational tools and materials, including their effectiveness. The document outlines different types of media research like basic, applied, and action research. It also lists common areas of media research and discusses the importance of this research for teachers, administrators, designers, and students in improving educational practices and materials.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Ā
Librarians are leading the way in creating future-ready citizens ā now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. Youāll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. Weāll discuss budget friendly ways to change your space as well as how to find funding. No matter where youāre at, youāll find ideas for reimagining your space in this session.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
Ā
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Ā
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Contents
1. What is a Problem?
2. What is Research?
3. Meaning of Research
4. Types of research
5. Characteristics of Research
6. Major Steps in Research
7. Ethical Considerations in
Research
3. What is a Problem?
ā¢ A problem is that which creates
concern over a time and which needs
solution for progress and development
to occur.
ā¢ Problem delays progress and hinders
the realization of the stated objective.
4. Researchable Problems
All problems are not researchable:
ļ¶ Problems who solution are not based
upon facts or data are not researchable.
ļ¶Problems whose investigation cannot be
carried out through research procedures
and processes are not researchable.
ļ¶For instance, problem that tends to be
mystic or are based on guess work
cannot be researchable.
5. Contā¦
ā¢ Problems that are based on:
ā¢ Fantasy
ā¢ Unfounded of unverifiable facts
ā¢ Sympathy
ā¢ Moral sentiments
ā¢ Religious beliefs
ā¢ Already formed opinion
All these are hardly good for study
6. Contā¦
ā¢ Researchable problems among other
considerations should be those upon
which:
ā¢ Data can be collected
ā¢ Data can be organized
ā¢ Data can be analyzed
ā¢ Reliable and valid instrument can be
used for data collection
ā¢ Solution seem difficult.
7. What is Research?
ā¢ Research is not a story, a guess, a
dream, an imagination or a prophecy.
ā¢ All these activities or phenomena are
not usually based on data.
ā¢ Research is based upon data. This
means that it is upon data that research
stands to make its claims.
8. Contā¦
ā¢ What is research?
ā¢ systematic investigation into reality
to gain knowledge.
ā¢ Simply put, research is a process of
finding out solution to a problem.
9. Research implies the following:
ā¢ an empirical investigation into a problem
ā¢ an inquiry into the unknown
ā¢ a scientific approach to solving problem
ā¢ an attempt to provide total or partial solution
to a problem
ā¢ a systematic process of problem solving
ā¢ a search for new knowledge
ā¢ a process of creating new ideas or knowledge
ā¢ a logical system of investigating problems.
10. Types of research
ā¢ Broadly, Research May Be Classified
Into:-
1. Descriptive research
2. Historical research and
3. Experimental research.
11. 1. Descriptive research
This includes among others:-
(a) Survey research
(b) Case - study research
(c) Library research
(d) Documentary research.
In descriptive research, data are usually
collected, organised, and analysed and
then described as they exist (natural
setting) without interfering with them.
12. 2. Historical Research
ā¢ In historical research, past trends,
attitude, events and facts etc are
examined, judged and interpreted. For
instance, what ways past social facts
have in common and how they repeat
themselves are analysed and
interpreted and inferences drawn
thereafter. Generalisation can emerge
from direct or indirect logical
reasoning.
13. Contā¦
ā¢ Often historical research:
ā¢ leads to interpreting the present and
the future based on the past.
ā¢ Important aspects of historical
research are dates, event, nature of
incidence, result are dates, causes of
the event and conclusion that followed
all the episode.
14. 3. Experimental Research
ā¢ This involves controlled observation of
change and development.
ā¢ The great rule is to vary only one
circumstance at a time, and to maintain
all other circumstances rigidly
unchanged.
ā¢ Hence, there are usually control and
experimental groups or subjects.
15. Contā¦
Other classifications of research include
Among others:
ā¢ Observational studies
ā¢ Correlational studies
ā¢ Evaluation studies
ā¢ Instrumentation studies
ā¢ Applied research (try out work)
ā¢ Basic research (developing a model or
theory)
16. Characteristics of Research
1. Research is a Structured Process
Research has some systematic rules.
In other words, there are rules for
carrying it out which all researchers
must know and comply with.
2. Research is a Logical Affair
Research starts with a problem and
the solution to the problem is logically
attained and inferences made.
17. Contā¦
3. Research as a Reality-Reference
ā¢ This implies that data is the end result of
research procedures. Data are collected
and they identify research as empirical
process.
ā¢ Findings in research are based on data
analysed and conclusions are made
based on the findings and without data,
there would be no findings.
18. Contā¦
4. Research involves Reductionism
ā¢ Analytical procedures reduce the
confusion of individual events and
objects to more understandable
categories of concepts.
5. Research is Replicable and
Transmittable
ā¢ Research is reported in the form of
document or record and this makes it
transmittability possible.
20. Ethical Considerations in Research
ā¢ During the research studies, the subject
or respondents or one that provides data
for the researcher has the right to:
ā¢ remain anonymous
ā¢ privacy
ā¢ confidentiality
ā¢ expect experimenter responsibility.
ā¢ Moral or ethical judgment should be
avoided in research studies particularly
in drawing conclusions.
22. Contents
1. The Title Page
2. The Approval Page
3. Acknowledgement
4. Table of Contents
5. Lit of Tables
6. List of Figures
7. The Abstract
23. The Title Page
ā¢ The title page consist of the following:
ā¢ the title of the project
ā¢ the name of student submitting the
project
ā¢ the studentās department
ā¢ the registration number of the student
ā¢ the university or institution to which the
report is to be submitted.
ā¢ the programme being run by the student
ā¢ the month the project is submitted and
ā¢ the year of submission of the project.
24. For Example
ā¢ Title page
ā¢ Title
ā¢ BY
ā¢ John Chikwe
ā¢ (Reg. No xxxxxxx)
ā¢
ā¢ A Project Report
ā¢ Presented to
ā¢ Department of Technology Education
ā¢ Faculty of Education
ā¢ University of Bargania
ā¢
ā¢ In Partial Fulfillment
ā¢ of The Requirement for the Award of
ā¢ Bachelor of Science (BSc) Degree
ā¢ In Mechanical Technology
ā¢ August 1997.
25. Approval page
ā¢ In this page, provision is made for the
following important people to sign their
names indicating acceptability and
approval of the work:
ā¢ the supervisor(s),
ā¢ internal examiner(s),
ā¢ external examiner,
ā¢ head of the department and
ā¢ the dean of the faculty.
26. Example 1
ā¢ A thesis presented to the department of vocational teacher
education, university of Nigeria, nsukka in partial fulfillment of
the requirements for the Degree of Doctor of Philosophy
(Ph.D) in Industrial Technical Education.
.......................................
Thesis Supervisor
.......................................
Head of Department
.........................ā¦............
External Examiner
........................................
Dean of the Faculty
27. Example 2
ā¢ CERTIFICATION
ā¢ This is to certify that this study was carried out by GAMBARI,
Isiaka Amosa (93/036103) in the Department of Science
Education, Faculty of Education, University of Ilorin, Ilorin,
Nigeria.
Dr. M. O. Yusuf Signature
ā¢ Supervisor
ā¢ Prof. M. O. Fajemidagba Signature
ā¢ Head of Department
ā¢
ā¢ Prof. D. O. Durosaro Signature
ā¢ Dean of Education
ā¢
ā¢ Prof. Mrs. V. I. Ezenwa Signature
ā¢ External Examiner
ā¢
28. Dedication
ā¢ This involves the writing of name(s) of a person or
persons at the beginning of a book to show gratitude
or the extent of regards to such people even when
such people made little or no contribution to be book.
The author uses some words to convey his feelings
about the people and indicate that the book is indeed
offered to or dedicated to them.
ā¢ Examples:
ā¢ This Thesis is dedicated to my beloved wifePromise
and to all our children.
ā¢ This project report is dedicated to my beloved
daughter, Miss Ogeri Ada Eze.
ā¢ I dedicate this work to my teachers.
ā¢ To the blessed memory of my father.
29. Acknowledgement
ā¢ This section has to do with the recognition of
some contributions made by individuals which
enabled the author or the researcher to
complete the study.
ā¢ There are people whose moral, physical and
financial contributions should be recognised.
Some times it might be the contributions of
organisations, committees, library staff,
communities, typist, other individuals etc.
ā¢ The author may wish to recognise those who
missed his interactions during the period of
writing the report.
30. Contā¦
ā¢ For student researcher, the following should be
recognised and acknowledged for their
contributions towards the project:
ā¢ The project Supervisor
ā¢ Head of Department
ā¢ Dean of the faculty
ā¢ Staff in the department where they actually
helped.
ā¢ Library Staff
ā¢ Members of the researcher's family.
ā¢ Other as may be recognized by the researcher.
31. Table of Content
ā¢ The table of content contains all the
major headings, sub-headings, chapters,
sections, divisions of the work according
to the arrangement or format used.
ā¢ It should contain the pages at which
subheadings can be found.
ā¢ The of purpose of table of content is to
facilitate getting to any part of the work
or report without much delay.
32. List of Tables
ā¢ This involves the listing of all the tables in the
report, including the table numbers and their titles
as well as the pages where each can be found.
ā¢ Example
ā¢ List of tables
ā¢ Table 1: Summary of Senior Secondary School
Physics Syllabus ----------------------------------------32
ā¢ Table 2: Competitive, Individualized and
Cooperative Learning Groups ------------------------84
ā¢ Table 3: Traditional Versus Cooperative Learning
Groups------------------------------------------------------86
33. List of Figures
ā¢ List of figures is similar to the list of tables. The
difference while list of tables contains tables, list of
figures contains diagrams, graphs, sketches,
maps, drawings etc. found in the work. The figure
numbers, and the figure titles must be included as
well as the pages where they are located.
ā¢ Example:
ā¢ Figure 1: Instructional System Design (ISD)
Model -------------------------------------------------------70
ā¢ Figure 2: ISD Model Flow Chart--------------------79
ā¢ Figure 3: Cooperative Learning Strategy --------87
34. Abstract
ā¢ Abstract can be described as a resume of a
report, a book, or article.
ā¢ It is a summary which has touched all the
important aspects of the work.
ā¢ The abstract should not be too short and
should not be too long.
ā¢ If it is too long, then the researcher is
forcing his reader to go into the details he
would not;
ā¢ if it is too short, then the researcher has
denied his reader knowledge of some
certain facts in the work.
35. Contā¦
ā¢ For research project report, abstract should contain brief
comments on:-
1. Background of he Study i..e Main purpose of the study
2. Problem statement
3. Purpose of the study
4. Research Questions that guided the study (most cases
only the number they are will suffice)
5. The Hypotheses tested (only the number may suffice).
6. Design of the study
7. Sample size and the technique of Sampling
8. Instrument Used
9. Validity of the instrument
10. Reliability coefficient of the instrument
11. Data Analysis used
12. Findings of the study
13. Recommendations made
37. Contents
1. Background of the Study
2. Statement of the Problem
3. Purpose of the Study
4. Significance of the Study
5. Research Questions
6. Research Hypotheses
7. Delimitations (Or Scope) of the
Study
8. Assumptions of the Study
9. Definition of Terms
38. Background of the Study
ā¢ Writing the background of the study can be
described with the illustration of a funnel as
shown in figure 1.
ā¢ Many people write the background using either
a or b approach. Those who use āa approach
start from a broad general idea or and logically
zero their argument to specificity.
39. ā¢ The following conditions are taking care of:
1. Express clearly the fundamental idea or motive
underlying the problem identified of which your
study intends to address.
2. Start from a reasonable point or idea and progress
logically and convincingly to a conclusive point.
3. Make sure you are free from disjointed ideas or
points. Ideas in writing research report should flow
freely and logically.
4. Verbose or high sounding writing or words should
be avoided.
5. Always put your work into perspective. That is,
relate your divergent ideas to the topic under study.
Ideas should not āhang outā off the topic or problem
under study.
40. Contā¦
6.literature review enables the researcher to
write a very good background. So, do a
very good review of related literature.
7.the researcher should in background
demonstrate having a comprehensive
knowledge of the research area.
8.the background should not be too lengthy.
Between three to six pages of quarto-size
papers are sufficient. The danger of writing
many pages is the fact that the writer may
derail off the original idea with which he
started and end up with a bundle of
disjointed ideas.
41. Statement of the Problem
ā¢ the researcher should state the main
problem of the study.
ā¢ The problem of a study refers to the
inevitable consequences arising from lack
of a phenomenon under study. For
instance, using our topic ā Job satisfaction
among technical teachers in Niger State.
ā¢ What lack of job satisfaction among
technical teachers can cause to teaching
and learning.
42. ā¢ For instance, if the technical teachers have no job
satisfaction, the tendency exists that they may:
ā¢ not go to classroom to teach rather they will sit in staff
room chatting and discussing irrelevant issues.
ā¢ go to classroom without doing their best work;
ā¢ they may not prepare their lessons properly and may
bully at pupils at the slightest provocation.
ā¢ The resultant effect is that the pupils will not perform
well in examination due to poor teaching or no teaching.
ā¢ Consequent to this, the pupil will lack the skill required
of them at their level and it will affect technological
development in the country.
ā¢ Poor learning and lack of skill acquisition are the
problem of the study. This is what the researcher saw
and got disturbed and was prompted to carry out the
study.
43. Contā¦
ā¢ to catch the concept when writing the
statement of the problem put up a question
to yourself thus:
ā¢ What are the inevitable consequences that
will occur if what you are investigating is
ignored?
ā¢ What gap(s) that the study want to fill
ā¢ The statement of the problem therefore
exposes the need or the why for the study.
44. Purpose of Study
ā¢ The purpose of the study contains the major
things the researcher intends to do as a pursuit
toward providing solution to the problem
identified in the statement of the problem.
ā¢ The purpose of the study usually provides guide
to the intended research questions for the
study.
ā¢ The entire research work is hinged on the
purpose of the study. Usually, attempt is made
to see that there is a correlation between the
purpose of the study and the research
questions which usually guide the study.
45. Contā¦
To raise your purpose of the study
attempt must be made to:
1. raise a purpose that is key to the
problem, i.e. an item that is directly
addressing the problem.
2. raise other items that are closely
following the major item.
46. Significance of the Study
ā¢ The significance of the study contains the
benefits or value of the study.
ā¢ The reader would like to know who would
benefit from the study;
ā¢ what will be the benefit; and
ā¢ how will the people benefit.
ā¢ These three things must be borne in mind.
ā¢ In writing this subsection, the benefits may
not be itemised. The item benefits may be
written in paragraphs and should be
discussed.
47. Research Questions
ļ¶ These are well constructed and structured
questions designed to guide the researcher
in order to provide solution to the problem
identified.
ļ¶ Research question must correlate
positively with the purpose of the study.
ļ¶The questions must also be those that can
be answered through the analysis of data.
ļ¶The questions must be constructed with a
view to the main topic and the problem
identified.
48. Contā¦
ā¢ Usually, the number of RQ may depend on:
(i)The nature of the problem being
investigated in terms of variables
concerned.
(ii) The ability of the researcher to handle the
questions effectively in terms of data
analysis and interpretation of the results.
(iii) The level of the research. First degree
project should contain fewer questions than
higher degrees.
(iv)The discretion of the researcher.
49. Research Hypotheses
ā¢ Hypotheses are intelligent guesses regarding some
pertinent variables.
ā¢ What is a variable? A variable refers to pertinent factor
that may vary in an experiment or a study.
ā¢ For instance gender, (male, female), environment or
location (urban, rural), states, qualifications etc. are
variables.
ā¢ In order to formulate a hypothesis, the researcher
should be sure of what the following mean:
1. dependent variables and
2. independent variables.
ā¢ Dependent variables are variables that can vary or
change value when another factor changes.
Independent variables do not change and does not
depend on any factor.
50. Contā¦
ā¢ To formulate hypotheses, (null) dependent and
independent variables should be present.
ā¢ What is a null hypothesis? All null hypotheses are
the hypotheses to be tested and represented by
Ho. the null hypothesis is one which states that
there are no differences or no relationship exists
between two or more variables. In fact, it is a
hypothesis of no difference.
ā¢ On the other hand, what is called alternative
hypothesis specifies the possible conditions not
contained in the null hypothesis. The condition
specified in the alternative hypothesis will hold if
the null hypothesis is rejected. The alternative
hypothesis is denoted by Ha.
51. Delimitations (Or Scope) of the Study
ā¢ This refers to all those aspects of the
study which the researcher
deliberately eliminated off the study
due to certain pertinent reasons. This
shows the scope or the extent of
coverage done in a study.
ā¢ Subject scope
ā¢ Geographical scope
ā¢ Variable scope
52. Assumptions of the Study
ā¢ This refers to certain assumptions or
superstitions made by the researcher
regarding his study.
ā¢ There are certain conditions which the
researcher needed before carrying out
the study but of which has no obvious
control over it.
ā¢ The researcher will assume that such
condition has existed so that he will be
free to carry out the investigation.
53. Contā¦
ā¢ It is important to state that the assumption of
the study is not necessary in all
investigations
ā¢ Example: An investigation regarding
performances of students. If the, researcher
is comparing the performances of two or
three groups of people may be in different
locations, he can assume a number of things
namely:
ā¢ 1. that the tests were administered under
similar conditions in the two locations and
ā¢ 2. that the learning conditions were also the
same in the two locations.
54. Definition of Major Terms and
Variables
ā¢ Terms that will be used with other
meaning other than the usual meaning
should be defined.
ā¢ Also, terms that are prone to many
interpretations should be defined in
order to pin down the particular
concept which is used in the study.
57. Contents
1. Revision
2. Role of related literature
3. Steps of the literature review
process
4. Sources and search strategies
5. Citation and plagiarism
6. Information analysis, synthesis
and evaluation
7. Structure of the LR
58. What is literature?
ā¢ Literature refers to a collection of
printed materials provided in the form
of books, journals, magazines,
newspaper, abstracts, extracts, etc.
dealing with specific subject.
ā¢ literature refers to all printed or non-
printed materials addressing a
particular area of knowledge.
59. What is literature review?
ā¢ Literature review is an exhaustive
survey or search of what has been
done or known on a given problem.
ā¢ An account of what has been
published on a topic by researchers,
scholars and practitioners.
ā¢ A systematic method for identifying,
evaluating and interpreting the work
produced by researchers, scholars
and practitioners
60. Why Do We Review Literature?
1. To helps the researcher to discover
the extent of work done already in the
problem area.
2. To help formulate some hypotheses or
straighten out the research questions.
3.To help build a mental picture of what
the solution to the problem may likely
be.
61. 4.To discover whether the. problem has
already been studied.
5.To discover other possible problems
arising as a result of the problem to be
studied.
6.It sharpens the general picture of the
problem under focus so that the
researcher obtains a more, precise
knowledge of the problem.
7.
62. To discover research techniques,
arguments, analysis, and
conclusions of previous studies of
similar nature.
8.To define and control goals in a
research study.
9.Literature review gives insights into
methods to be used in the study as
well as new approach.
63. 10. It helps the researcher to delimit
his research problems
11.It also exposes the significance of
the study; who should benefit from
the study and how to benefit.
12. Exposes the gap that is existing
after previous studies which the
present study should aim at filling.
65. Major reasons for doing
literature review
For planning
Primary
research
As an end
in itself
66. Literature review for planning
primary research
ā¢ An overall framework
for where this piece of
work fits in the ābig
pictureā of what is
known about a topic
from previous
research
67. Literature review in the research process
8. Evaluate results and draw conclusions
1. Identify problem areas
2. Survey literature
3. Formulate research questions
3ā. Survey literature
4. Construct research design
5. Specify sources of data
6. Specify data collection & data analysis
procedures
7. Execute research plan
68. Literature review in relation
to other steps
Redefine the
scope of
research as
well as
research
questions
Literature review
Provide
conceptual
frameworks for
data collection
& data analysis
70. The Design of Literature Review
1.Break-up the review in line with the
topic, research questions and
hypotheses.
2.Introduce the steps with a
sentence or two.
3.Review Literature sequentially as
arranged; sub-heading arising from
research questions and
hypotheses.
71. Contā¦
4.Relate each sub-section to the topic
i.e. put each subsection into
perspective.
ā¢ In other words, let each step
attempt to throw light to the topic
or the problem.
5.Make a summary of the review at
the end.
73. Example
(a) Conceptual /Philosophical
Framework
ā¢ (1) The Concept, Relevance and
Problems of History Instruction in
Secondary Schools
ā¢ (2) Computer Application in Education
ā¢ (3) Computer Animations and
Studentsā Performance
ā¢ (4) Development of Computer
Assisted Instructional Packages
74. (b) Theoretical Framework
(5) Cognitive Theory of Multimedia
Instruction
(6) Cognitive and Dual Coding Theory in
Multimedia Learning
(7) Cognitive Theories and Computer
Assisted Instruction
75. (c) Review of Empirical Studies
(8) Computer Assisted Instruction and
Studentsā Achievement
(9) Simulation, CAI and Studentsā
Achievement
(10) Computer Assisted Multimedia
Instructions and Studentsā
Achievement
76. Contā¦
(11) Ability levels and Studentsā
Achievement
(12) Gender and Studentsā
Achievement
(d) Summary of related literature
77. Sequence in the Review
ā¢ The researcher should arrange the
subheadings so that one flows into the
other. He will review the literature in
sequence as it is listed making sure
there is a summary of the review at
the end.
78. Putting Sub-Headings into
Perspective
ā¢ Each sub-heading should be linked
to the topic or the problem under
study.
ā¢ Each sentence or idea should flow
and point to the topic under study.
ā¢ Disjointed ideas or sub-headings
do not towards the contribute
significantly towards the objective
of the study.
79. Summarizing the Literature Review
ā¢ Objective of the review is to discover
the gap that has existed after other
researchers have made their
contributions.
ā¢ This is necessary because it is
expected that after the findings have
been made, during the discussion, the
researcher should be able to show
evidence that his study has indeed
filled the gap or not.
80. Contā¦
ā¢ So, there is always a link between the
literature review and the findings of
the study.
81. Conducting Literature Review
ā¢ Step one: List key words in the topic.
For example in the topic Job
satisfaction among technical teachers,
the key words are;
ā¢ Job
ā¢ Job satisfaction
ā¢ Teachers
ā¢ Technical teachers
ā¢ Productivity among workers
82. Contā¦
ā¢ The researcher can go to the library
and read books, journals, magazines,
newspapers which have articles
reflecting the key words.
ā¢ As he reads, he jots down important
assertions or comments considered
relevant to the problem under study.
83. Step Two
ā¢ Check preliminary sources. These
include index, abstracts, thesaurus
etc. that are intended to help one
identify and locate research articles
and other sources of information.
84. Sources of Information Data
ā¢ Primary Sources: Students research
project reports, report of research
conducted at the national or
international level, journals, abstracts,
publications, conference proceedings,
technical reports, periodicals etc.
ā¢ Secondary Sources: Textbooks,
other books, reviews of research
reports, encyclopedias, book reviews
etc.
85. Organization of Information
Collected
ā¢ Arrange the review in sub themes
ā¢ synthesize and organise information in
sub-themes. The appropriate sub-
themes should relate to the topic of
the research.
86. Paraphrasing
ā¢ In reviewing literature, a passage or
an idea can either be paraphrased or
cited.
ā¢ For paraphrasing, the reviewer
restates the passages in his own
words.
ā¢ This means that an idea can be re-
written in another form other than the
form it was found.
87. ā¢ If you are paraphrasing an idea from
another work, you only have to make
reference to the author and year of
publication in your in-text reference, but
APA guidelines encourage you to also
provide the page number (although it is
not required.)
ā¢ According to Jones (1998), APA style is a
difficult citation format for first-time
learners.
APA style is a difficult citation format for
first-time learners (Jones, 1998, p. 199).
88. ā¢ Using signal phrase: - Involves the
use of the authorās name and date in
the sentence. Use this to introduce
short quotation, paraphrase, or
summary. Mention authorās name
either in introductory signal phrase
with years in parenthesis. For
instance,
ā¢ (a) Adekunle (1995) reported that
studentsā failure in mathematics can
be attributed to teachersā factor. tor.
89. ā¢ Or
ā¢ (b) According to one study (Adekunle,
1998) studentsā failure in mathematics
can be attributed to teachersā factor.
Or
ā¢ (c) In a 1998 study, Adekunle affirmed
that studentsā failure in mathematics
can be attributed to teachersā fac
90. Parenthetical citation
ā¢ :This is the placement of the authorās
name and date of publication in
parenthesis at the end of the cited
material. It must be emphasized that
the citation should be before the
period (full stop). For example
ā¢ (a) Studentsā failure in mathematics
can be attributed to teachersā factor
(Adekunle, 1998).
91. ā¢ When several works are cited in
parenthetical form the following basic
rules should be observed
ā¢ Works too be ordered alphabetically (e.g.
Ijanaku, 2004, Lawal, 2004, Onyealu,
1990, Ukoli, 1981). Where some of the
works in parenthesis has more than an
author, the ordering is based on first
author
ā¢ Works by the same authors to be ordered
using years (e.g. Lawal, 1988, Lawal,
2000, Lawal, 2004, Ukoli, 1981).
92. ā¢ A Work by Two Authors: Name both
authors in the signal phrase or in the
parentheses each time you cite the
work. Use the word "and" between the
authors' names within the text and use
the ampersand in the parentheses.
ā¢ Research by Wegener and Petty
(1994) supports...
ā¢ (Wegener & Petty, 1994)
93. ā¢ A Work by Three to Five Authors: List
all the authors in the signal phrase or in
parentheses the first time you cite the
source.
ā¢ (Kernis, Cornell, Sun, Berry, & Harlow,
1993)
ā¢ In subsequent citations, only use the first
author's last name followed by "et al." in
the signal phrase or in parentheses.
ā¢ (Kernis et al., 1993)
ā¢ In et al., et should not be followed by a
period.
94. ā¢ Six or More Authors: Use the first
author's name followed by et al. in the
signal phrase or in parentheses.
ā¢ Harris et al. (2001) argued...
ā¢ (Harris et al., 2001)
95. ā¢ Join the authors name in a joint work with
the word and if they are referred to in text
(signal phrase). For example, Ajayi and
Salami (2001) observed that microteaching
is indispensable in teacher education.
However, join the authors name with
ampersand (&) if used in parenthetical
citation. For instance, microteaching is an
indispensable aspect of teacher education
(Ajayi, Salami, Taiwo, & Ogundele, 2001)
96. ā¢ Unknown Author: If the work does
not have an author, cite the source by
its title in the signal phrase or use the
first word or two in the parentheses.
Titles of books and reports are
italicized or underlined; titles of
articles, chapters, and web pages are
in quotation marks.
ā¢ A similar study was done of students
learning to format research papers
("Using APA," 2001).
97. ā¢ Note: In the rare case the
"Anonymous" is used for the author,
treat it as the author's name
(Anonymous, 2001). In the reference
list, use the name Anonymous as the
author.
ā¢ Organization as an Author: If the
author is an organization or a
government agency, mention the
organization in the signal phrase or in
the parenthetical citation the first time
you cite the source.
98. ā¢ According to the American
Psychological Association (2000),...
ā¢ If the organization has a well-known
abbreviation, include the abbreviation
in brackets the first time the source is
cited and then use only the
abbreviation in later citations.
ā¢ First citation: (Mothers Against Drunk
Driving [MADD], 2000)
ā¢ Second citation: (MADD, 2000)
99. ā¢ Two or More Works in the Same
Parentheses: When your
parenthetical citation includes two or
more works, order them the same way
they appear in the reference list,
separated by a semi-colon.
ā¢ (Berndt, 2002; Harlow, 1983)
100. ā¢ Authors With the Same Last Name: To
prevent confusion, use first initials with the
last names.
ā¢ (E. Johnson, 2001; L. Johnson, 1998)
ā¢ Two or More Works by the Same
Author in the Same Year: If you have two
sources by the same author in the same
year, use lower-case letters (a, b, c) with
the year to order the entries in the
reference list. Use the lower-case letters
with the year in the in-text citation.
ā¢ Research by Berndt (1981a) illustrated
that...
101. ā¢ Introductions, Prefaces, Forewords,
and Afterwords: When citing an
Introduction, Preface, Foreword, or
Afterwords in-text, cite the appropriate
author and year as usual.
ā¢ (Funk & Kolln, 1992)
ā¢ Personal Communication: For
interviews, letters, e-mails, and other
person-to-person communication, cite the
communicator's name, the fact that it was
personal communication, and the date of
the communication.
102. ā¢ Do not include personal
communication in the reference list.
ā¢ (E. Robbins, personal communication,
January 4, 2001).
ā¢ A. P. Smith also claimed that many of
her students had difficulties with APA
style (personal communication,
November 3, 2002).
103. ā¢ If you use a source that was cited in
another source, name the original source
in your signal phrase. List the secondary
source in your reference list and include
the secondary source in the parentheses.
ā¢ Johnson argued that...(as cited in Smith,
2003, p. 102).
ā¢ Note: When citing material in
parentheses, set off the citation with a
comma, as above. Also, try to locate the
original material and cite the original
source.
104. ā¢ Electronic Sources
ā¢ If possible, cite an electronic
document the same as any other
document by using the author-date
style.
ā¢ Kenneth (2000) explained... Or
105. ā¢ Unknown Author and Unknown
Date: If no author or date is given, use
the title in your signal phrase or the
first word or two of the title in the
parentheses and use the abbreviation
"n.d." (for "no date").
ā¢ Another study of students and
research decisions discovered that
students succeeded with tutoring
("Tutoring and APA," n.d.).
106. Sources Without Page Numbers
ā¢ When an electronic source lacks page
numbers, you should try to include
information that will help readers find the
passage being cited. When an electronic
document has numbered paragraphs, use
the abbreviation "para." followed by the
paragraph number (Hall, 2001, para. 5). If
the paragraphs are not numbered and the
document includes headings, provide the
appropriate heading and specify the
paragraph under that heading.
107. ā¢ While quoting internet sources use
page number if available. However,
use paragraph as para. or the
paragraph symbol, or the section, if
necessary, for a web document of
hypertext markup language (html) or
other without pagination. For example,
Yusuf (2005) opined that āthe Nigerian
national policy on information is
inadequate to improve the integration
of ICT in Nigerian schoolā (para. 6) or
(Ā¶. 6) or (Conclusion section) or
(section 9).
108. ā¢ Note that in some electronic sources,
like Web pages, people can use the
Find function in their browser to locate
any passages you cite.
ā¢ According to Smith (1997), ... (Mind
over Matter section, para. 6).
ā¢ Note: Never use the page numbers of
Web pages you print out; different
computers print Web pages with
different pagination.
109. Citation of Secondary Sources
ā¢ In citing a work read in a secondary
source, the original work and
secondary source must be named.
However, only the secondary source
will be cited on the reference list. For
instance,
ā¢ (a) In a 1998 study, AbdulKareem (as
cited in Yusuf, 2005) noted thatā¦ Or
ā¢ (a) Self-efficacy propels greater action
(Bandura, 1989, as cited in Fiest,
1998).
110. Personal Communication
ā¢ Personal communication like,
telephone conversation, personal
discussion, interview, e-mail, and so
on, are considered non-retrievable.
They can be used in-text for research
or publication. Provide first name or
initials and last name of the
communication and exact date (not
years alone). However, since they are
considered as non-retrievable, they
should not be included in the
reference list.
111. Contā¦
ā¢ Examples:
ā¢ (a) A. Y. AbdulKareem (telephone
conversation, April 2, 2005) noted the
importance of management in
education.
ā¢ (b) Education is sine qua non to
national development (A.Y Ajayi,
personal interview, March 5, 2006).
112. Article without author
ā¢ To cite such works use abbreviated title
to replace the author(s). For example, in
a study, it was affirmed that educational
researchers do not use consistent format
(Research process, 1998).
ā¢ 9. Article without date: For such to be
cited use n.d. for no date for the date. For
instance, in a study, it was affirmed that
educational researchers do not use
consistent format (Ogunlade, n.d.).
113. 10. Article accepted for publication:
ā¢ Use in press for the date For instance, in
a study, it was affirmed that educational
researchers do not use consistent format
(Ogunlade, in press).
ā¢ 11.Several articles by a single author in
a year: Letter alphabets to be included
with the dates to indicate different works
(Ajayi, 2002a, Ajayi, 2002b, Ajayi, 2002c,
etc.) The initial letters of the first words of
each work would determine the
alphabetical ordering.
114. Contā¦
12. English translation of a textbook:
Cite the date of publication in the
original language and date of
translation into English of the
publication. For example, (Laplace,
1814/1951)
115. Copyright Permission Notes
If you quote more than 500 words of
published material or think you may be in
violation of āFair Useā copyright laws, you
must get the formal permission of the
author(s). All other sources simply appear
in the reference list.
ā¢ Follow the same formatting rules as with
Content Notes for noting copyright
permissions. Then attach a copy of the
permission letter to the document.
116. ā¢ If you are reproducing a graphic, chart, or
table, from some other source, you must
provide a special note at the bottom of the
item that includes copyright information.
You should also submit written permission
along with your work. Begin the citation
with āNote.ā
ā¢ Note. From āTitle of the article,ā by W.
Jones and R. Smith, 2007, Journal Title,
21, p. 122. Copyright 2007 by Copyright
Holder. Reprinted with permission.
117.
118. Quotation Or Citation
ā¢ In citation, usually passages are lifted
the way they are:
ā¢ In the past, if a passage is cited, it
was enclosed with quotation marks.
Such practice is no more in vogue as
different styles of citation unfold
everyday.
ā¢ Long passages (e.g. 40 words and
above) are usually indented.
119. Suggestions for Reviewing
Literature
ā¢ For first degree project 15 to 30 pages
are ideal; for masters degree project
30 to 55 pages are good; and for
doctoral (PhD) thesis 60 pages and
above are conducive.
ā¢ Disjointed rendering the volume
useless and unacademic.
120. ā¢ Do not introduce words that will
compel the reader to go to
dictionary first before
understanding them.
ā¢ Always endeavour to summarise
your literature review at the end of
the review; you should be able to
articulate the state of the art with
respect to the problem under
study.
121. Contā¦
ā¢ Always acknowledge the contributions
of other people. Do not lift passages
or ideas and claim them as your own.
That practice is referred to as
plagiarism.
ā¢ There is the need to be mindful of
tenses, spellings and grammar.
123. Major reasons for doing
literature review
For planning
Primary
research
As an end
in itself
124. Contents
1. Revision
2. Role of related literature
3. Steps of the literature review
process
4. Sources and search strategies
5. Citation and plagiarism
6. Information analysis, synthesis
and evaluation
7. Structure of the LR
125. Steps of the Literature Review process
ā¢ Selecting the topic
ā¢ Getting the information
ā¢ Looking at information sources
ā¢ Setting the topic in context
ā¢ Positioning the literature review
ā¢ Using information sources
ā¢ Writing the literature review
ā¢ Organizing information (information
management)
126. A simple model
1. Selecting the topic
2. Setting the topic in context
3. Looking at information sources
4. Using information sources
5. Getting the information
6. Organizing information (information
management)
7. Positioning the literature review
8. Writing the literature review
127. Words
ā¢ DISSERTATION: a long piece of writing on
a particular subject, especially one written
for a university degree
ā¢ PROCEEDINGS: the official written report
of a meeting, etc.
ā E.g. His paper is published in the new issue of
the proceedings of the National Academy of
Sciences.
ā¢ MONOGRAPH: a detailed written study of a
single subject, usually in the form of a short
book (chuyĆŖn khįŗ£o)
128. Types of publications
ā Journal articles
ā Books
ā Conference proceedings; Government
reports
ā Theses/ dissertation
ā Newspapers/ magazines
ā The Internet
129. Define what you want to know
āIām looking for literature and data that
focus on the factors influencing
studentsā participation in in-class
group workā
ā¢ Use this to choose search words
and phrases
130. Define search words and phrases
ā¢ group work
ā¢ in-class group work
ā¢ studentsā participation in group work
ā¢ studentsā participation in in-class
group work
ā¢ speculated factors: motivation,
culture etc.
131. Look at information sources
Classification of information sources
ā¢ General sources: daily newspapers,
news weeklies, magazines etc.
ā¢ Secondary sources: books, reviews
of research etc.
ā¢ Primary sources: journals,
abstracts, scholarly books etc.
137. Contents
1. Revision
2. Role of related literature
3. Steps of the literature review
process
4. Sources and search strategies
5. Citation and plagiarism
6. Information analysis, synthesis
and evaluation
7. Structure of the LR
138. In-text Citation Rules
(APA style)
ļUse the Past Tense or
Present Perfect when
using signal phrases to
describe earlier
research.
ļE.g. Jones (1998) found
ā¦
Jones (1998) has found ...
139. In-text Citation Rules
ļFollow the author-date method:
ā¢ in the text:
E.g. (Jones, 1998)
ā¢ at the end of the paper: a complete
reference should appear in the
reference list
140. In-text Citation Rules
ļ Use a direct quotation:
ā¢ Include the Author, Year, and Page Number as part
of the citation.
ā¢ A quotation < 40 words: quotation marks and
incorporated into the formal structure of the
sentence.
E.g. Patients receiving prayers had āless congestive
heart failure, required less diuretic and antibiotic
therapy, had fewer episodes of pneumonia, had
fewer cardiac arrests, and were less frequently
incubated and ventilatedā (Byrd, 1988, p.829).
141. In-text Citation Rules
ā¢ A lengthier quotation of 40 or more
words should appear (without
quotation marks) apart from the
surrounding text, in āblockā format.
ā¢ Use (ā¦) to indicate where you have
omitted the authorās irrelevant words.
142. Contā¦
E.g. Referring to communicative competence,
Savignon (1997) says:
communicative competence is the
expression, interpretation, and
negotiation of meaning; and
communicative competence is
always context specific, requiring
the simultaneous, integrated use of
grammatical competence,
discourse competence,
sociolinguistic competence, and
strategic competenceā(p.225)
143. Plagiarism
ļPlagiarism:
ā¢ uses someoneās words, ideas or
information without referencing them, i.e.
presenting them as your own.
ā¢ is a very serious academic offence and
leads to severe penalties.
144. Plagiarism
ļTo avoid plagiarism, make sure you:
ā¢ Use quotation marks for the extracts you
copy directly from a source and
acknowledge the source.
ā¢ Use proper paraphrasing and acknowledge
the source.
ā¢ Keep careful notes of your source when you
read. Keep the bibliographical information
that you will need to write a full reference for
the source.
145. Common mistakes
ā¢ Lack some of the required
information
ā¢ Some sources are cited in text
but are not listed in the
references
146.
147. Reference List Rules
ļAppear at the end of the paper.
ļReference list entries should be
alphabetized by the last name of the first
author of each work.
ļChronological by same author
148. Journal Article Reference
ā¢ Author, A. A., & Author, B. B. (Year).
Title of article. Journal Title, Vol (no),
pages.
Wheelan, S. A. (2003). An Initial exploration
of the internal dynamics of leadership
teams. Consulting Psychology Journal:
Practice & Research, 55, 179-188.
149. Book Reference
ā¢ Author, A. A. (Year). Title of
book (Edition). Location:
Publisher.
ā¢ Taylor, S. E. (2003). Health
psychology (5th ed.). Boston:
McGraw-Hill.
150. Electronic source
ā¢ Author, A. A. (Year). Title of work.
Retrieved Month Day, Year, from
source.
ā¢ American Psychological Association.
(2003). Electronic references.
Retrieved March 21, 2005, from
http://www.apastyle.org/elecref.html.
151. Common mistakes
ā¢ The list is not arranged alphabetically
ā¢ No hanging
ā¢ Write the authorsā full name
152.
153. Practice
ā¢ Work in group of 4
Write references for the following
documents in APA style
154.
155. Contents
1. Revision
2. Role of related literature
3. Steps of the literature review
process
4. Sources and search strategies
5. Citation and plagiarism
6. Information analysis, synthesis
and evaluation
7. Structure of the LR
156. Critical reading of materials on
the Internet
1. AUTHORSHIP/ PUBLISHING BODY
2. AUTHORāS PURPOSES AND INTENDED
AUDIENCE
3. CONTENT
4. STRUCTURE
5. FORMAT AND STYLE
157. (1) AUTHORSHIP
& PUBLISHING BODY
PUBLISHING BODY
ā¢ Is it a personal page
ā¢ What type of domain
is it?
ā¢ Who published the
page?
ā¢ How well-known is the
site?
ā¢ What are the purpose
of the site?
AUTHORSHIP
ā¢ Who is the author?
Is he or she
qualified/ competent
enough to write on
the topic?
ā¢ Can the author be
contacted?
ā¢ Is there a relation
between the topic
and the author?
159. ā¢ What is the domain?
ā http://en.wikipedia.org:80/wiki/Special:Se
arch?search=train&go=go
ā http://www.silcom.com/~noster/
ā¢ What does it tell?
ā The host of the site
ā The geographical source
LOOK AT THE DOMAIN
160. Domai
n
Hosts of the site Examples
.edu an education institution www.harvard.edu/
.gov a government agency www.nasa.gov/
.net
a network related
organization
www.microsoft.com/
net/
.com
a commercial
organization
www.cnn.com/
.org
a nonprofit and/or
research
organization
http://www.w3.org/
165. (2) AUTHORāS PURPOSES &
INTENDED AUDIENCE
2.1 INTENDED AUDIENCE
ā¢What type of audience is the author addressing?
ā¢Is the publication aimed at a specialized or a
general audience?
ā¢Is this source too elementary, too technical, too
advanced, or just right for your needs?
ā¢Etc.
166. 2.2 AUTHORāS PURPOSES
ā¢ The purpose of the site
ā¢ The author and the relation between
the author and the information
ā¢ Striking facts and figures of the text
ā¢ Tone of the writer
BACK
168. 3.1 ACCURACY
ā¢ Checking the information against other
resources
ā¢ Studying the literature
CONTENT
GRAMMAR, SPELLING,
PUNCTUATION
BACK
169. 3.2 OBJECTIVITY
ā¢ Bias is āa tendency to support or
oppose a particular person or
thing in an unfair way by
allowing personal opinions to
influence your judgmentā
(Oxford Advanced Learnerās
Dictionary, Oxford University Press,
2003).
170. OBJECTIVITY
ā¢ Examine the source
ā¢ Examine the language
ā¢ Detect the unchallenged
assumptions
ā¢ Examine the balance of ideas
ā¢ Compare with other sources
BACK
172. 4. STRUCTURE
ā¢ Chronological order
ā¢ Order of importance
ā¢ Sequence/ Process order
ā¢ Topic order/ Categories
ā¢ Compare and contrast
ā¢ Problem solving/ Problem - Solution
ā¢ Cause and effect
ā¢ Report style
(Background ā Analysis ā Recommendations)
ā¢ Induction - Deduction
173. 5. FORMAT & STYLE
STYLE
ā¢ In what style has the material been written?
ā¢ How does the style influence your reaction to the
material? Do you think the style is appropriate for the
information?
ā¢ Do you think that the style is consistently applied
throughout the information?
174. Critical reading of materials on the
Internet
1. AUTHORSHIP/ PUBLISHING BODY
2. AUTHORāS PURPOSES AND INTENDED
AUDIENCE
3. CONTENT
4. STRUCTURE
5. FORMAT AND STYLE
175. Information processing
ā¢ Identify issues involved
ā¢ Look for definitions, recurring themes,
debates (conflicting ideas)
ā¢ Make a content analysis of each
definition/theme/debate
176. Contents
1. Revision
2. Role of related literature
3. Steps of the literature review
process
4. Sources and search strategies
5. Citation and plagiarism
6. Information analysis, synthesis
and evaluation
7. Structure of the LR
177. Structure of the LR
ā¢ What do you need to do?
ā¢ Where do the key points for the
literature review come from?
ā¢ How to structure the LR?
ā¢ What are the characteristics of a
good LR?
178. What do you need to do?
Grouping texts according to
the similarities
of their ideas or arguments
Grouping studies that focus on
similar phenomena
or share similar methodologies
179. What do you need to do?
commenting on the main ideas
that feature in each
group of texts or studies
comparing and contrasting the
different studies,
methodologies ā¦ and
identifying for the reader those
which have the greatest
bearing on your own research
indicating which articles, methodologies ā¦
will form the basis of
your investigations
180. Where do the key points for
the literature review come
from?
181. How to structure the LR?
ā¢ Chronological
ļBy publication
ļBy trend
ā¢ Thematic
ā¢ Methodological
182. What are the characteristics
of a good LR?
ā¢ It lays out what research has been done by
others relevant to your research
aim/objectives
ā¢ It presents the work of others in a clear,
interesting and progressive manner (to build
up a coherent/logical picture)
ā¢ It provides evidence of in-depth critical
evaluation (i.e. to show that YOU can give
an opinion and support it with
argument/evidence).
183. What are the characteristics
of a good LR?
ā¢ It highlights emerging issues
ā¢ It cites a variety of relevant
sources properly (to show that
you are well read and scholarly
in your approach).
184. A note on language
ā¢ Active vs. Passive
ļ§ Peters (1992) discovered that . . .
(active)
ļ§ It was discovered by Peters (1992)
that . . . (passive)
ļ Depend on your purpose
188. Identify what is unknown-
Common rationale for research
1. Lack of consistency
2. A flaw in previous research
3. Research may have been conducted on a
different population than the one in which
you are interested.
4. Identify an ongoing edu. or psy. problem
and propose studying the effect of an
innovative intervention
5. Uncertainty about the interpretation of
previous studiesā findings.