This document provides an overview of research concepts and processes. It defines research, discusses different research approaches including qualitative and quantitative methods. It covers topics such as research problem identification, literature reviews, methodology, data collection tools, sampling, hypothesis, and research ethics. The key aspects of research covered include having a systematic, objective, and reproducible process that adds new knowledge.
The document provides an overview of research methodologies and methods. It discusses the differences between methodologies and methods, with methodologies representing the overall approach and lens for analyzing results, and methods being the specific tools used to collect data. Both qualitative and quantitative research are covered, with qualitative focusing on meanings and in-depth insights while quantitative examines relationships and trends. Key aspects of choosing and conducting qualitative research are outlined, including sampling techniques, common analysis methods like coding and triangulation, and examples of qualitative research questions.
Here are a few key points to consider in locating your study within a research paradigm:
- Align your research question and methodology - use a qualitative approach for questions of understanding experiences, and quantitative for questions of predicting behaviors.
- Consider the existing literature - does it come from one paradigm or integrate different views? Locate your study accordingly.
- Explicitly situate your study within a research paradigm (e.g. interpretivist). This provides a philosophical framework.
- Consider contrasting your study against literature from another paradigm (e.g. adding qualitative insights to a quantitative field).
- Add a unique disciplinary lens if studying generic concepts. This contextualizes the research.
The literature review is a good
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
Educational Research Quantitative Methods (basic and applied) Anum Butt
This document discusses applied research. It defines applied research as research conducted to apply or test theories and evaluate their usefulness in solving educational problems. The key objectives of applied research are to understand applied research and its purpose, define applied research with examples, and describe the design and steps of applied research. Applied research aims to solve immediate problems, test theories in practical situations, and provide data to support and revise theories. It is conducted in real-world settings and focuses on applying solutions to practical issues.
This document provides an introduction to research methodology. It defines research as a systematic investigation to increase knowledge. The objectives of research include exploring phenomena, describing characteristics, determining frequencies of occurrences, and testing hypotheses. Motivations for research include intellectual challenge, contribution to society, and obtaining degrees. Types of research include descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical. Research orientations can be quantitative or qualitative. Research differs from common sense in that it aims to correct misconceptions and broaden perspectives scientifically. The document outlines the research process and distinguishes between research methods, which are techniques for collecting and analyzing data, and methodology, which is the systematic approach to solving research problems. Ethics and values also influence
This document provides an introduction to qualitative research. It discusses two paradigms of research methodologies - logical positivism and phenomenological inquiry. Qualitative research involves collecting and analyzing non-numerical data to understand concepts, opinions, or experiences. Common qualitative research approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. Data collection methods may include observations, interviews, focus groups, surveys, and secondary research. Analysis involves preparing, exploring, coding, and identifying themes in the data. Qualitative research has advantages like flexibility, studying natural settings, and generating meaningful insights, but also disadvantages such as unreliability, subjectivity, and limited generalizability.
The document provides an overview of research methodologies and methods. It discusses the differences between methodologies and methods, with methodologies representing the overall approach and lens for analyzing results, and methods being the specific tools used to collect data. Both qualitative and quantitative research are covered, with qualitative focusing on meanings and in-depth insights while quantitative examines relationships and trends. Key aspects of choosing and conducting qualitative research are outlined, including sampling techniques, common analysis methods like coding and triangulation, and examples of qualitative research questions.
Here are a few key points to consider in locating your study within a research paradigm:
- Align your research question and methodology - use a qualitative approach for questions of understanding experiences, and quantitative for questions of predicting behaviors.
- Consider the existing literature - does it come from one paradigm or integrate different views? Locate your study accordingly.
- Explicitly situate your study within a research paradigm (e.g. interpretivist). This provides a philosophical framework.
- Consider contrasting your study against literature from another paradigm (e.g. adding qualitative insights to a quantitative field).
- Add a unique disciplinary lens if studying generic concepts. This contextualizes the research.
The literature review is a good
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
Educational Research Quantitative Methods (basic and applied) Anum Butt
This document discusses applied research. It defines applied research as research conducted to apply or test theories and evaluate their usefulness in solving educational problems. The key objectives of applied research are to understand applied research and its purpose, define applied research with examples, and describe the design and steps of applied research. Applied research aims to solve immediate problems, test theories in practical situations, and provide data to support and revise theories. It is conducted in real-world settings and focuses on applying solutions to practical issues.
This document provides an introduction to research methodology. It defines research as a systematic investigation to increase knowledge. The objectives of research include exploring phenomena, describing characteristics, determining frequencies of occurrences, and testing hypotheses. Motivations for research include intellectual challenge, contribution to society, and obtaining degrees. Types of research include descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical. Research orientations can be quantitative or qualitative. Research differs from common sense in that it aims to correct misconceptions and broaden perspectives scientifically. The document outlines the research process and distinguishes between research methods, which are techniques for collecting and analyzing data, and methodology, which is the systematic approach to solving research problems. Ethics and values also influence
This document provides an introduction to qualitative research. It discusses two paradigms of research methodologies - logical positivism and phenomenological inquiry. Qualitative research involves collecting and analyzing non-numerical data to understand concepts, opinions, or experiences. Common qualitative research approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. Data collection methods may include observations, interviews, focus groups, surveys, and secondary research. Analysis involves preparing, exploring, coding, and identifying themes in the data. Qualitative research has advantages like flexibility, studying natural settings, and generating meaningful insights, but also disadvantages such as unreliability, subjectivity, and limited generalizability.
An introduction to Research Approaches in Higher Education for new or existing university teachers or academics interested in using research to inform their teaching.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
This document discusses using a literature-based research methodology for student dissertations. It outlines:
1) A constructionist approach to teaching and learning that encourages students to actively engage with research.
2) Key aspects of a literature-based dissertation including defining a research problem, reviewing relevant literature, using a structured methodology, and engaging students in the research process.
3) Components of a literature-based methodology such as sampling strategies, data collection tools for reviewing literature, and analyzing data thematically while considering disciplinary and professional contexts.
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
This document outlines the key phases and components of an educational research methodology framework, including developing a research question, perspective, design, methods of analysis, and conclusions. It discusses developing a research question and plan, choosing a research perspective like positivism or interpretivism, potential research designs that are quantitative, qualitative, or mixed methods, data collection and analysis techniques, and interpreting findings and conclusions. The goal is to help researchers understand all aspects of the research process from developing questions to analyzing and discussing results.
This document provides guidance on developing a mixed methods research study. It outlines key steps such as drafting a working title, identifying an underlying problem, specifying data collection and analysis methods, and generating research questions. Research questions in mixed methods include at least one quantitative and one qualitative question. They should match the chosen mixed methods design. Developing objectives and considering theories is also recommended during the conceptualization phase of research.
This document provides an overview of qualitative study design for MPH students. It defines qualitative and quantitative research and the differences between the two approaches. It describes various qualitative study designs including observation, in-depth interviews, and focus groups. Guidelines are provided for sampling, data collection methods, and conducting focus groups. The key aspects covered are the inductive and interpretive nature of qualitative research and emphasis on understanding meanings and experiences from the participant's perspective through collection of textual rather than numerical data.
This document provides an overview of quantitative research methods. It defines quantitative research as involving the systematic collection and analysis of numeric data. The main types of quantitative research designs are described as descriptive, correlational, quasi-experimental, and experimental. Descriptive design seeks to describe a variable, correlational design explores relationships between variables, quasi-experimental establishes cause-effect relationships without manipulation, and experimental establishes cause-effect through manipulation. The document also discusses key aspects of the research process like developing a hypothesis using the scientific method.
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
The document outlines the key differences between qualitative and quantitative research. Qualitative research uses open-ended questions and flexible designs to explore experiences, while quantitative research uses closed-ended questions and rigid designs to confirm hypotheses and describe populations. Examples of
Sociological Research Methods- Qualitative and quantitativeSameena Siddique
This detailed presentation includes different research methods involved in social sciences. It gives a wonderful account of the difference between qualitative and quantitative methods.
This document discusses identifying meaningful research problems in distance education. It explains that research problems should stem from practical problems, previous research, or theories. The document also discusses how research questions are related to the purpose of the research, such as describing phenomena, explaining relationships, predicting behavior, or evaluating outcomes. Finally, it provides guidance on defining the research problem by clarifying what it is about, its purpose, and how it will answer the research questions.
This document discusses various research methods used in scientific studies, including qualitative methods, quantitative methods, field studies, surveys, interviews, case studies, experiments, and opinion polls. It provides details on how each method is conducted and what types of research questions it can help answer. For example, it explains that quantitative research uses large standardized samples and objective measurements to test theories, while qualitative research uses small flexible samples, in-depth interviews, and interpretation to understand meanings and discover new ideas.
Research seminar lecture_2_research_proposal__types_of_research_methods_stude...Daria Bogdanova
This document provides an outline of a research seminar on educational sciences. It discusses the structure of a research proposal, including the main sections and steps. The three main sections of a research proposal are: 1) why the research is being conducted, 2) what will be researched, and 3) how the research will be done. It then describes several common quantitative and qualitative research methods, including surveys, experiments, case studies, interviews, and content analysis. The document aims to help students understand how to develop and carry out an educational research study.
This document discusses methods of research. It states that attendance is worth 20% of the grade, examinations are 30%, and the final output is 50%. It also provides contact information for Anna Marie A. Hernandez. The document then discusses definitions of research from various sources and classifications of research such as quantitative vs qualitative research and different research designs. It outlines approaches to research such as descriptive studies, causal comparative studies, and correlational studies. Steps in quantitative research and qualitative research are also summarized.
This document provides an overview of general research methodology. It defines key terms like research methods and methodology. It discusses the objectives, types, and requirements of research like developing a problem statement, reviewing literature, and study design. It describes different types of studies like descriptive, analytical, and applied. The document emphasizes that research must be systematic, logical, empirical, and replicable to be considered good. It provides examples of various parts of the research process and criteria for evaluating research.
This document provides an overview of qualitative research methodology. It defines qualitative research as focusing on non-numerical data to understand meanings, beliefs, and human experiences. The document discusses common qualitative research approaches like grounded theory, ethnography, and phenomenological research. It also outlines methods for collecting qualitative data, such as interviews, observations, focus groups, and surveys. The summary explains that qualitative researchers must reflect on their approach and choices in data collection and analysis when documenting their methodology.
This document provides an agenda for a one week faculty development program on research methodology and intellectual property rights. It includes an introduction to research concepts like problem definition, setting research objectives, research design, and sampling techniques. The document defines what research is, discusses the key components of a research process and different research strategies like surveys, experiments, case studies, etc. It also explains the difference between research methods and methodology, and highlights the importance of properly defining the research problem and setting clear objectives.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
An introduction to Research Approaches in Higher Education for new or existing university teachers or academics interested in using research to inform their teaching.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
This document discusses using a literature-based research methodology for student dissertations. It outlines:
1) A constructionist approach to teaching and learning that encourages students to actively engage with research.
2) Key aspects of a literature-based dissertation including defining a research problem, reviewing relevant literature, using a structured methodology, and engaging students in the research process.
3) Components of a literature-based methodology such as sampling strategies, data collection tools for reviewing literature, and analyzing data thematically while considering disciplinary and professional contexts.
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
This document outlines the key phases and components of an educational research methodology framework, including developing a research question, perspective, design, methods of analysis, and conclusions. It discusses developing a research question and plan, choosing a research perspective like positivism or interpretivism, potential research designs that are quantitative, qualitative, or mixed methods, data collection and analysis techniques, and interpreting findings and conclusions. The goal is to help researchers understand all aspects of the research process from developing questions to analyzing and discussing results.
This document provides guidance on developing a mixed methods research study. It outlines key steps such as drafting a working title, identifying an underlying problem, specifying data collection and analysis methods, and generating research questions. Research questions in mixed methods include at least one quantitative and one qualitative question. They should match the chosen mixed methods design. Developing objectives and considering theories is also recommended during the conceptualization phase of research.
This document provides an overview of qualitative study design for MPH students. It defines qualitative and quantitative research and the differences between the two approaches. It describes various qualitative study designs including observation, in-depth interviews, and focus groups. Guidelines are provided for sampling, data collection methods, and conducting focus groups. The key aspects covered are the inductive and interpretive nature of qualitative research and emphasis on understanding meanings and experiences from the participant's perspective through collection of textual rather than numerical data.
This document provides an overview of quantitative research methods. It defines quantitative research as involving the systematic collection and analysis of numeric data. The main types of quantitative research designs are described as descriptive, correlational, quasi-experimental, and experimental. Descriptive design seeks to describe a variable, correlational design explores relationships between variables, quasi-experimental establishes cause-effect relationships without manipulation, and experimental establishes cause-effect through manipulation. The document also discusses key aspects of the research process like developing a hypothesis using the scientific method.
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
The document outlines the key differences between qualitative and quantitative research. Qualitative research uses open-ended questions and flexible designs to explore experiences, while quantitative research uses closed-ended questions and rigid designs to confirm hypotheses and describe populations. Examples of
Sociological Research Methods- Qualitative and quantitativeSameena Siddique
This detailed presentation includes different research methods involved in social sciences. It gives a wonderful account of the difference between qualitative and quantitative methods.
This document discusses identifying meaningful research problems in distance education. It explains that research problems should stem from practical problems, previous research, or theories. The document also discusses how research questions are related to the purpose of the research, such as describing phenomena, explaining relationships, predicting behavior, or evaluating outcomes. Finally, it provides guidance on defining the research problem by clarifying what it is about, its purpose, and how it will answer the research questions.
This document discusses various research methods used in scientific studies, including qualitative methods, quantitative methods, field studies, surveys, interviews, case studies, experiments, and opinion polls. It provides details on how each method is conducted and what types of research questions it can help answer. For example, it explains that quantitative research uses large standardized samples and objective measurements to test theories, while qualitative research uses small flexible samples, in-depth interviews, and interpretation to understand meanings and discover new ideas.
Research seminar lecture_2_research_proposal__types_of_research_methods_stude...Daria Bogdanova
This document provides an outline of a research seminar on educational sciences. It discusses the structure of a research proposal, including the main sections and steps. The three main sections of a research proposal are: 1) why the research is being conducted, 2) what will be researched, and 3) how the research will be done. It then describes several common quantitative and qualitative research methods, including surveys, experiments, case studies, interviews, and content analysis. The document aims to help students understand how to develop and carry out an educational research study.
This document discusses methods of research. It states that attendance is worth 20% of the grade, examinations are 30%, and the final output is 50%. It also provides contact information for Anna Marie A. Hernandez. The document then discusses definitions of research from various sources and classifications of research such as quantitative vs qualitative research and different research designs. It outlines approaches to research such as descriptive studies, causal comparative studies, and correlational studies. Steps in quantitative research and qualitative research are also summarized.
This document provides an overview of general research methodology. It defines key terms like research methods and methodology. It discusses the objectives, types, and requirements of research like developing a problem statement, reviewing literature, and study design. It describes different types of studies like descriptive, analytical, and applied. The document emphasizes that research must be systematic, logical, empirical, and replicable to be considered good. It provides examples of various parts of the research process and criteria for evaluating research.
This document provides an overview of qualitative research methodology. It defines qualitative research as focusing on non-numerical data to understand meanings, beliefs, and human experiences. The document discusses common qualitative research approaches like grounded theory, ethnography, and phenomenological research. It also outlines methods for collecting qualitative data, such as interviews, observations, focus groups, and surveys. The summary explains that qualitative researchers must reflect on their approach and choices in data collection and analysis when documenting their methodology.
This document provides an agenda for a one week faculty development program on research methodology and intellectual property rights. It includes an introduction to research concepts like problem definition, setting research objectives, research design, and sampling techniques. The document defines what research is, discusses the key components of a research process and different research strategies like surveys, experiments, case studies, etc. It also explains the difference between research methods and methodology, and highlights the importance of properly defining the research problem and setting clear objectives.
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Basic Inculcation on Research Activities among Devotees.pptx
1. Basic Inculcation
on
Research Activities among
Devotees
Organized By Presented by
Department of English Education Prakash Paudel
Nilkantha Multiple Campus Lecturer, NMC
27th August, 2019
2.
3.
4.
5. Research
Starts with problem, question, hypothesis
Needs goals, plans,
Divides principal problem into many manageable
sub problems
Examining critically the various aspects of our day
to day professional work
Understanding and formulating guiding principles
that govern a particular procedure
Developing and testing new theories
6. What Research is not?
Not only searching information
Not only information collection
Not only transportation of facts from one
location to another
Not only presenting catchy words
7. Why Research?
To describe issue, problem, event
To identify gaps in the body of knowledge
To add something to the body of knowledge
9. Topic
Abstract
Introduction
background of the study
statement of the problem
objectives of the problem
research questions
justification of the study
delimitation of the study
organization of the study
operational definition of key terms
10. Literature review
Conceptual framework
Methodology
Research design
Population of the study
Sampling procedures
Types of data collection
Tools of data collection
Process of data collection
Data analysis procedure
Results
Discussion
Conclusion and implication
11. Worldviews of Research
Positivism (scientific method of investigation,
experimentation, observation, reasoning)
Post- positivism (determinism, empiricism,
generalizability, )
Constructivism
Pragmatism
Transformative
13. Features of post positivism
• theory is universal and law-like generalizations can be
made across contexts
• truth or knowledge is ‘out there to be discovered’ by
research
• cause and effect are distinguishable and analytically
separable
• results of inquiry can be quantified
• theory can be used to predict and to control outcomes
• Research should follow the scientific method
• Hypothesis formulation and testing to get the answer of
the research questions
• empirical or analytical approaches
• objective search for facts
• believe in ability to observe knowledge
• ultimate aim is to establish a comprehensive universal
theory, to account for human and social behavior.
16. Research designs
• Exploratory Design
• Historical Design
• Descriptive Design
– Descriptive Research
– Case study Research
– Developmental Research
• Longitudinal study
• Cross-sectional study
• Comparative Design
– Correlational Design
– Causal Comparative Design (ex-post facto/ explanatory)
• Survey Design
• Experimental Design
– Quasi-experimental Design
– True-experimental Design
Based on the research design, we have to describe our research paradigm, ontology,
epistemology, methodology, population and sample, tools and techniques, data collection,
data analysis and presentation, reliability and validity, ethical consideration
Quantitative (e.g. experimental, pre experimental, quasi experimental, true
experimental, single subject, non- experimental like surveys, correlational, )
Qualitative (e.g. ethnographies, case study, phenomenology, narrative research,
grounded theory, )
Mixed (e.g. explanatory sequential, convergent, exploratory sequential, transformative, )
17. Research Types
On the basis of
Application: Pure research and Applied research
Objectives: Descriptive, Exploratory,
Correlational, Explanatory
Inquiry based: Qualitative, Quantitative, Mixed
Time: Historical, Present, Futuristic
18. Qualitative Research
Describes
Uses open ended questions
Inductive in nature
Anthropology, history, sociology are more inclined
Philosophical ground is empiricism, the only knowledge
that human being acquire from sensory experience
Unstructured/flexible/open methodology
Describes the variables
Covers multiple issues but gathers required information
form fewer respondents
Authentic but not completely value free
Explores experiences, meanings, perceptions and feelings
Builds theory
19. Types of Qualitative Research
Ethnography (researcher studies the shared patterns of behaviors,
language, and actions of an intact cultural group in a natural setting over a
prolonged period of time. Observation and interview methods are used)
Case study
Phenomenology (the researcher describes the lived experiences of
individuals about a phenomenon as described by participants)
Grounded theory (the researcher derives a general, abstract theory of a
process, action, or interaction grounded in the views of participants)
Historical Model
Narrative (the researcher studies the lives of individuals and asks one or
more individuals to provide stories about their live)
20. Quantitative Research
Use of statistical tools (mean, median, mode, mean deviation, standard deviation, T test,
Z test, )
Use of variables (dependent, independent, intervening, moderating,
Experimental group, control group
Has objective measurements
Uses close ended questions, predetermined methodology
Survey, experimental, …………..tools are used
Defines
Describes new situations, events, or concepts
Examines relationships among variables
Determines the effectiveness of treatments
Deductive in nature
To describe a situation, phenomenon, problem or event
To quantify the variation in phenomenon, situation, problem or issue
Psychology, epidemiology, education, economics, public health, marketing are more
inclined
The human beings achieve knowledge because of their capacity to reason
Reliability and objectivity
Explains incidence, event, nature of issues, opinions and attitudes, discovers regularities
and formulates theories
Attempts to test hypothesis, proves or disproves the theory
21. Types of Quantitative Research
Descriptive
Correlational
Experimental
Causal comparative
Survey
22. Research problem
To make research problem is the first step in research process
It is the signpost or identification of destination
It is like the foundation of a building
Research problem determines the type of study design that can be used, type
of sampling strategy that can be employed, research instrument can be used ,
the type of analysis that can be applied
Any question that you want answered and any assumption that you want to
challenge or investigate can become a research problem or research topic
While selecting research problem, you should think on interest, magnitude,
measurement of concepts, level of expertise, relevance, availability of data,
ethical issues
It is in between what it is and what it should be
Identify a broad field or subject area of interest to you
Dissect the broad area into subareas
Select what is of most interest to you
Raise research questions
Formulate objectives
Assess your objectives
Double check
23. Sources of research problem
People (individuals, organizations, groups,
communities)
Problems (issues, situations, associations, needs,
population composition, profiles)
Programs (contents, structure, outcomes,
attributes, satisfaction, consumers, service
providers)
Phenomena (cause and effect relationship, the
study of a phenomenon)
24. Problem statement
It is the description of an issue currently existing
which needs to be addressed
It provides context of the research and it
generates research questions
It is the focal point of any research
raise a question about a relationship between
variables
The relationship between the variables should be
stated and explained clearly
suggest a method of researching the question
25. Most relevant verbs in formulating objectives
To determine
To find out
To measure
To explore
26. How to make research topic?
Research topic is research problem
Must not be more than 12 words
What types of answer our research topic expect?
What new knowledge adds to the existing
knowledge?
It must be clear, specific and directly attached
with research problems
It is a subject, subject matter of the proposed
study
27. Some research topics
The effect of computer based math instruction in
secondary schools in Nepal
Factors influencing education of the marginalized group: A
survey of Raute in Nepal
Students’ perception on examination, practices, ethics and
learning habits: an ethnographic study in NMC
Voice disorder among college teachers of Nepal
School facilities: an assessment of public school classroom
of Kathmandu metropolitan city
Inclusive practices in education
Educational development in south Korea: Drawing lesson
for educational reforms in Nepal
An evaluation of SLC results: 2070
Conflict management in the classroom
28. Inclusive practices in education
Dropout students
Effectiveness of TBLT IN writing skill
Teaching techniques used by English teacher
Activities used in teaching reading
Use of computer in teaching grammar in English
Facilities given to students of private and public
schools
Practice of home assignment in basic schools
Effectiveness of teaching vocabulary through
rhymes and songs
Problem of grapheme in pre primary level students
29. Role of child friendly environment in ELT
Practice of using technology in primary level
Practice of CAS in primary schools in Dhading
Use of instructional materials in teaching reading
Effect of English language in
Parents attitudes towards ELT
Question transformation in Tamang and English
Practice of teaching listening activities of basic level
curriculum in Dhading
Problems of pronunciation in L2 in basic level
students
30. Research topic
Meaning of education to the marginalized group: A
n ethnography of Raute in Nepal
Research Questions:
How do Raute people construct the meaning of
"Education"?
How do they relate the meaning of "Education"
to their cultural context?
What value of "Education" do they see in their
daily life?
31. Research topic
The effect of computer based math instruction in
secondary schools in Nepal,
here independent variable is computer used
method whereas dependent variable is difference
in students achievement in secondary schools
32. Literature Review
helps to know knowledge gap and to select topic then only
we can make research questions and statement of the
problem
helps to identify what knowledge is already there and what
is left to find.
paraphrase (you write in your own words someone’s
thoughts in understandable way) and give name of author
in brackets or explain in footnotes
mention the author for the contribution
If we cite something original, put in inverted comma and
mention page number
Summarize the text and give credit to the contributors
Use books, journals, theses, diary, policy documents,
audio, video sources
Use .edu/.org/.gov/google scholar (not to focus on .com)
34. Methods
Experiments
Survey
Archival research
Case study
Ethnography
Action research
Grounded theory
Narrative inquiry
Discourse analysis
Feminist standpoint research
Life history
Thematic identification
Expert review
Literary analysis
Semiotics
Autoethnography
Archeology
Genealogy
deconstruction
35. Methodology
it is the theoretical and scientific aspects of thesis
ontology, epistemology of the research findings,
research design, methods, approaches and
procedures
we have to know about research design, research
types, population and sample in case of quantitative
and informants in case of qualitative, tools of data
collection, ways of data collection, ways of analyzing
data, confirming of quality research, ethical
concerns of researcher
Methods
how to do field work, how to select sample, how to
analyse
36. Functions of methodology
To describe and justify the methodological
approach best suited to your research
questions/hypotheses
To describe and justify the research design best
suited to examine your research
questions/hypotheses
To describe and justify the specific methods
employed for data collection
To explain how the validity and reliability or
truthfulness of your data were achieved
To describe and justify your data collection
procedures
37. Data collection tools
Observation (participant and non participant)
Interview (face to face, telephone, focus group,
email internet interview)
documents, audio visual materials
Questionnaire (mailed questionnaire, collective
questionnaire)
38. Population
Sampling
Sample unit
Sample frame
Sample frame error
Sampling procedure (probability, non-probability)
Probability sampling (simple random sampling/stratified
random sampling…..proportionate stratified random sampling
and dis proportionate stratified random sampling)/area or
cluster sampling method)
Non- probability sampling (quota sampling/convenience
sampling/judgement or purposive sampling/snow ball
sampling/systematic sampling/saturation and dense)/multi
stage sampling/theoretical sampling)
Mixed sampling (systematic sampling)
40. Research Ethics
Research ethics concerns the responsibility of
researchers to be honest and respectful to all
individuals who are affected by their research
studies or their reports of the studies’ results.