This document outlines the learning objectives and content for a course on research methods for computer science and software engineering. The objectives include explaining the purpose of research, understanding basic research concepts, acquiring skills to formulate research problems and design research projects. The document discusses different research approaches like quantitative, qualitative and design science methods. It also covers topics like theories, constructs, variables, conceptual frameworks, propositions, and hypotheses. The teaching methods will include lectures, group work, projects and presentations. Students will be evaluated based on assignments, exams and participation.

1. B Y
DR. TEMTIM ASSEFA
REVISED SEPTEMBER, 2017
Research Methods for Computer
Science/Software engineering
(CS601)
SCHOOL OF COMPUTER SCIENCE AND
TECHNOLOGY (HILCOE)
1

2. Learning Objectives
 Explain the purpose of research
 Understand basic concepts in research (constructs,
relationship, indicators, research model, theory,
etc)
 Understand research as a scientific method to
acquire knowledge
 Acquire skill to formulate researchable research
problems
 Identify major research problems in computer and
software engineering
 Explain the different research approaches and
methods (Quantitative, qualitative and design
science)
2

3. Objective …
 Justify the rational for selecting a particular
research method to solve your research
problems
 Able to design research projects or research
proposal
 Able to develop instruments and collect data
relevant to the research problem
 Undertake validity and reliability tests of
research instruments
3

4. Objective …
 Able to interpret data into meaningful
information
 Acquire skill to plan and execute research
projects
 Able to review research articles for publications
 Able to produce publishable research articles
(conference or journal articles)
 Contribute new knowledge to your discipline
4

5. Teaching Methods/Strategy
 Lectures
 Group work
 Research project
 Review of articles
 Class presentation
 Class discussion
 Individual reading assignments
5

6. Evaluation Methods
Criteria %
Article Review presentation 10
Research proposal 20
Research proposal
presentation
10
Individual assignment/quiz 10
Class participation 10
Final Exam 50
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7. Meaning, objective and
Overview of research
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8. What Research Is Not
 Gathering information from different
resources such as books or magazines isn’t a
research.
 Why?
 Has no contribution to new knowledge,
although this might make existing
knowledge more accessible.
8

9. Research is not
 Research is not simply learning about
something
 Gathering information to know more about a
certain area is different from acquiring new
knowledge to solve a problem
 Research problems do not simply result in a “yes”
or a “no” answer
 Should able to explain why something is happened -
e.g Can computer automation increases
organizational efficiency?
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10. Research: A Definition
 “…the systematic process of collecting and
analyzing data) in order to increase our
understanding of the phenomenon about
which we are concerned or interested.”
 an activity that contributes to the
understanding of a phenomenon [Kuhn,
1962; Lakatos, 1978]
10

11. Research ...
 Main elements in research are:
1. phenomenon: a set of behaviors of some entity(ies)
that is found interesting by a research community
How employees acquire software development
skills
What are computer security threats?
2. understanding: knowledge that allows prediction of
the behavior of some aspect of the phenomenon
Knowledge of computer security threat helps to
prevent threat damages
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12. Research
 Mian components..
3. activities considered appropriate to the production
of understanding (knowledge) are the research
methods and techniques of a research community
 Many ways to acquire knowledge. It is upto the
researcher to the select a method that is appropriate
to his/her research problem
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13. Research Characteristics
1. Originates with a question or problem.
2. Requires clear articulation of a goal or objective.
3. Follows a specific plan or research design
4. Often divides main problem into sub-problems.
5. Guided by specific proposition or hypothesis but
not always
6. Requires collection and interpretation of data.
7. Cyclical (helical) in nature. Knowledge is infinity
13

14. Types of Research
1. Basic Research
 its main purpose is the disclosure of fundamental truths or principles
 Focuses the testing and development of theory
 To extend existing human understanding
 Has no immediate application to real world problems
 Example -
 Physists are interested in understanding basic elements that make
up matter
 Computer scientist develop new algorithm that efficiently
process data
 Biologists investigate why birds sing in the forest
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15. Cont’d
2. Applied research
Intended to solve existing societal
problems
Example - software automation like
Developing a SW that convert word files
into database format
Doing payroll processing by a computer
Sharing data through Bluetooth
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16. BASIC CONCEPTS IN
RESEARCH
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17. What is Knowledge?
Knowledge is not well defined concepts
with different meanings
Discuss
What is knowledge for you?
How do you acquire knowledge ?
To what extent is it possible for a given
subject or entity to be known? 100% or less?
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18. Important concepts about Knowledge
1. Methods - techniques or procedures
2. Methodology - strategy, plan or design linking
the choice of methods to the desired outcomes
3. Theoretical perspectives - our philosophical
stance, informing the methodology and providing
context for its logic and criteria
4. Epistemology & Ontology - our theory of
knowledge and view of reality, underpinning our
theoretical perspective and methodology.
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19. Positivism: The Researcher as Scientist
 The Natural Sciences as a Model
 The Quest for Objective Knowledge
 A Deductive or Theory-Testing Approach
 Underpinned by an Objectivist or Realist ontology:
 facts are facts, what we see what we understand
 Explaining how and why things happen:
 Measurement, Correlation, Statistical Logic, Verification
 Typical Methods: Surveys, Questionnaires, Random
Sampling
 Example Hypothesis: Internet increases communication
 What is the Problems with this approach?
19

20. Interpretivism: Researcher as Detective
 Arises from a Critique of Using the Natural Sciences as a
Model for Social Research !
 The Quest for Subjective Knowledge !
 An Inductive or Theory-Building Approach
 Underpinned by a Subjectivist ontology: people are people
 Understanding How and Why Things Happen: Elucidating
Meaning !
 Knowledge is a human construction from meanings
 Typical Approaches: Ethnographic Study; In-depth
Interviews; Analytical Approaches !
 What are the Problems with this Approach?
20

21. ONTOLOGY
 This word comes from the greek: ontos = being, and logos =
study - i.e. it is the study of being.
 Your 'ontology' is your answer to the question: 'What is
reality?' (i.e. what can be said to really exist, or be?)
 For example, if your ontological view is: 'Reality is a load of
facts out there waiting to be discovered' then you are a
Realist, and you might be comfortable with an
experimental approach.
 Alternatively, if your ontological view is: 'Reality is, ooh,
very fluid and elusive, and only exists through people's
claims' then you are a Postmodernist, where reality is
regarded as a constructed account.
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22. EPISTEMOLOGY
 This word comes from the greek: episteme =
knowledge, and logos = study - i.e. it is the study of
knowledge.
 Your 'epistemology' is your answer to the question:
'How can I know reality?' (i.e. even if something
really exists, how can I know that?)
 It is important, because whatever assumption you
make about what can be known, affects what you
bother to try to find out scientifically.
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23. Epistemology …
 For example, if your epistemological view is: 'My senses
help me know the objective world: to see is to know' then
you are an Empiricist, and, as above, you might be
comfortable doing experiments with lots of sense data to
gather knowledge. -- Aristotle
Alternatively, if your epistemological view is: ''Ooh,
wouldn't trust the senses: knowledge is constructed
subjectively by people and groups' then you are a
Constructivist, and, as above, you might be comfortable
doing discursive analysis, working with the interactive
construction of knowledge.
23

24. Epistemology …
 In short, roughly speaking, you might divide social
science into:
1. Experimental, with a more realist ontology (i.e.
reality is out there), with an empiricist epistemology
(i.e. and I'll gather sense data to find it);
2. Postmodernist constructivism, with a less realist
ontology (i.e. reality is just a load of competing
claims), and a constructivist epistemology (i.e. and
I'll analyse those competing accounts to explore it)
24

25. 25

26. Discussion
 What is the implication of positivism and
interpretivism in Computer science and software
engineering research
 Which paradigm do you choose when you develop a
software like in requirement analysis? Why you
choose?
26

27. Theory
 An abstraction of realities that serve as a guide for
future practice
 You may think theory as an absolute truth, such as
the theory of gravity or the social exchange theory
 Actually a changing phenomenon, especially in the
soft or social sciences.
 Theories are developed based on what is observed
or experienced, often times in the real world.
 Changed as we gather new facts and observe new
relationship
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28. Theory -- Cont’d
 Dubin (1978) notes theory contains three main
elements:
 A set of well-defined concepts (or units);
 Laws of interaction (or interrelationships between the
units);
 A boundary within which the theory holds.
 Example
 Technology Acceptance theory
 Design theory
 Diffusion of Innovation theory
 Data base design theory, etc
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29. Example of Theory Use
 Students attend classes using the same teaching
materials and the same teacher but they have
different grades?
 What is the cause?
 How do you get the answer to this problem?
 Theory provides you an answer to this problem
 For one problem, if complex, you may use multiple
theory
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30. Learning difference – Cognitive Load theory
 Cognitive theory assert that the followings might be
responsible for differences in learning among students
(among other variables).
1. The amount learned and what is learned depends on the
learner’s prior knowledge. Therefore individual
differences in prior knowledge appropriate to the
concepts being learned could be the culprit in pr
2. Or the amount learned could reflect differential
preferences in the way different students are processing
the content. Learning Styles produces learning differences
in the class.
Read the article: Marilla D. Svinicki (University of Texas) A Guidebook On Conceptual Frameworks
For Research in Engineering Education
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31. Technology Acceptance Theory
Usefulness
Ease of use
Intention
Technology
use
Source – Davis, 1999?
31
• What are the factors that influence people’s
acceptance of new technology?
• The answer to this question is important for
technology designers

32. Constructs and Variables
 Constructs are abstract concepts which cannot be
measurable
 It is similar to classes in object oriented
programming
 Examples:
 information system, data quality, computer security threat,
person, etc
 Can you mention other constructs?
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33. Variables
 Variables are things which we can observe and
measure it.
 Construct is a collection of variables
 Conceptually construct is complex than variables
 Example
 Computer system is an aggregation of hardware
and software
 Organization – vision, values, products/services, etc
 software use? What are the variables?
33

34. Conceptual Framework
 A conceptual framework represents the researcher’s
synthesis of literature on how to explain a
phenomenon.
 It maps out the actions required in the course of the
study given his previous knowledge of other
researchers’ point of view and his observations on
the subject of research.
 It is the researchers understanding of the Research
Problem
 Conceptual framework = Mental models
34

35. Guide to develop Conceptual Framework
35
Choose your
topic
Do literature
review
Isolate
important
variables
Generate the
Conceptual
framework
Identify the specific variables
described in the literature and
figure out how these are related.
• Build your conceptual
framework using your mix of
the variables from the scientific
articles you have read.
• Use your research questions as
a guide
Review relevant and
updated research on
the theme that you
decide to work on.

36. Types of Conceptual Framework
36
1. Causal Framework
 Such framework represents the effect of one variable
over the other.
 These variables are referred to as Independent
(cause) and dependent variable (effect).
 Example Technology Acceptance model predicts
what factors contribute for acceptance of a new
technology
 Answers the ‘why?’ question.

37. Type of CF …
2. Process frameworks
 Set out the stages through which an action moves
from initiation to conclusion. These relate to the
‘how?’ question.
 the concepts are related because they are stages in
a process.
 Example Project Management Problem,
information system development are represented
by process frameworks
37

38. Type of CF …
3. Hierarchical relationships
 In many conceptual frameworks, concepts are
related because they occupy higher or lower
positions on a scale or in a hierarchy.
 Example Maslow’s (1954) Need Hierarchy
1. physiological needs
2. safety needs
3. belongingness needs
4. esteem needs
5. self-actualisation.
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39. Type of CF … Map and coordinates
 You can define the relationships between concepts
by plotting them against a series of coordinates.
External knowledge
Low High
Internal
knowledge
Innovator
organizations
Defensive
organizations
39
High
Confused
organizations
Declining
organizations

40. Discussion
 What is the difference between theory and
conceptual framework?
 Why do we need different conceptual
frameworks?
40

41. Proposition
 Predictions about the world are made using
propositions, that is, conclusions that may be
deduced logically from the theory.
 It is a relationship between two or more constructs
 It guides the research process in data collection and
data analysis
 Used in qualitative research methods especially in
case study research
41

42. Proposition … Example
 Proposition #1 --- ERP implementation can be
successful only if there is a strong and committed
leadership guiding the initiative” (Sarker and Lee
2000, p416)
 “Proposition #2 ----ERP implementation can be
successful only if there is open and honest
communication among the stakeholders” (Sarker
and Lee 2000, p416)
 “Proposition #3 --- ERP implementation can be
successful only if the implementation team is
empowered and balanced” (Sarker and Lee 2000
42

43. Hypothesis
 A hypothesis is an empirically testable statement that
is generated from a proposition
 Hypothesis is a tentative solution forwarded by the
researcher based on previous theory or experience
 It is expressed in terms that support collection and
analysis of empirical data
 Terms used in the hypothesis are “things observable”
(Dubin 1978)
 One proposition may generate many hypotheses
43

44. Hypothesis …
 Example
 Graphical software interface increases SW learnability.
 software system that increase reduces errors has high acceptance
 Intranet brings decentralized organizational structure in the
office
 The deductive testing of hypotheses involves looking
for disconfirming evidence to falsify hypotheses (Lee
1989).
 Falsified hypotheses are then refined based on the
reasons for falsification and subjected to further
empirical testing.
44

45. Assignment I- Individual
45
1. Pick an article published to a journal article
2. State the research problem of the article
3. The theory used by the article
4. Represent the conceptual framework using
visual methods rather than descriptive
method
5. Submit for the next class
Note: pick a paper that can satisfy the
requirement of the assignment

46. Research Methodologies
46
 There are four types of research Methodologies
 Qualitative Research
 Ethnography, Case Study, Grounded Theory, Autobiography,
Participatory Action Research, Phenomenology (each
grounded in a specific discipline and philosophical
assumptions)
 Quantitative Research
 Survey methods, Experiments
 Mixed Methods
 Draw from qualitative and quantitative methods
 Design science research methodology
 Intended to develop new artifact

47. Quantitative
 A quantitative approach is one in which the
investigator primarily uses
 post-positivist claims for developing knowledge
 cause and effect thinking,
 reduction to specific variables,
 guided by hypothesis,
 use of measurement and observation, and
 the test of theories.

48. Qualitative - Definition
 A qualitative approach is one in which the inquirer
often makes knowledge claims based primarily on
constructivist perspectives (i.e. the multiple
meanings of individual experiences, meanings
socially and historically constructed, with an intent
of developing a theory or pattern) or
advocacy/participatory perspectives (i.e. political,
issue-oriented, collaborative or change oriented) or
both. (Creswell, 2003, p.18)

49. Qualitative …
 In qualitative study inquirers state research
questions, not objectives (i.e. specific goals for the
research) or hypotheses (i.e. predictions that involve
variables and statistical tests). (C., 2003, p.105)
 Example: How do students use program
development tools?

50. Characteristics of Qualitative Research
 Takes place in the natural setting
 Uses multiple methods that are interpretive
 Is emergent rather than tightly prefigured
 Fundamentally interpretive (role of researcher as
interpreter)
 Researcher views social phenomena holistically
 Researcher systematically reflects on who he or she is in the
inquiry and is sensitive to him or her personal biography
and how it shapes the study
 Researcher uses complex reasoning that is multifaceted,
iterative, and simultaneous
 Researcher adopts and uses one or more strategies of
inquiry

51. Design Science
 It is a research problem intended to develop new
artefacts which can solve the problem at hand in a
novel way
 Emerges from the engineering discipline
 Has two main processes: build and evaluate
 In the build process, you construct the artifact
 In the evaluate process, you evaluate the new artifact
for its functionality, performance, acceptance, etc
51

52. Choice of Methodology & Methods
 Depends on
Research Questions
Research Goals
Researcher Beliefs and Values
Researcher Skills
Time and Funds

53. Definitions of Terms
 Define each technical term as it is used in
relation to your research project.
 Resource – how is defined in the context of library and
computer system
 This helps remove significant ambiguity from
the research itself by ensuring that reviewers,
while they may not agree with your definitions,
at least know what you’re talking about.
.
53

54. Know your Research Contributions
In what way(s) does your study add
significant contribution(s) to:
 Extant Theory?
 Relevant Practice?
54

55. Review questions
55
 What is research paradigm? What is its implication
in the choice of research methodology?
 Which paradigm is appropriate for research in
software development? Why?
 Explain the three/four research Methodology? What
is the strength and weakness of each design?
 Explain how each research methodology differs from
the other
 Down load a journal article published using each of
the research methodology? Read the article to
understand how the methodology is used

56. Free Access Journals
 http://www.springer.com/computer/hci?SGWID=0-
154-12-116377-0
 http://ocw.mit.edu/courses/mathematics/18-996-
topics-in-theoretical-computer-science-internet-
research-problems-spring-2002/lecture-notes/
56