The document discusses research and the research process. It defines research as a scientific and systematic process of gathering information to answer questions or test hypotheses. It notes research is scientific because knowledge is based on empirical evidence through gathering information, testing hypotheses, collecting data, and making decisions about hypotheses. The research process involves identifying a problem, planning to answer questions about the problem, implementing the plan, collecting data, and analyzing results. The document also discusses key aspects of research such as quantitative and qualitative approaches, research design, ethics, and the importance of literature review.

1. Anas Suray
IPG Kampus Tuanku Bainun

2. A scientific and systematic process of gathering
information in order to answer the question(s) or the
hypothesis posted objectively (example: the relationship
between phenomena like motivation & academic
achievement)
Educational research
- a scientific and systematic process of gathering
information about the hypothesized relations between
phenomena in the field of education with the aim of
improving student learning.
What is Research?What is Research?

3. Research is scientific because the knowledge acquired
is based on empirical evidence through the scientific
process of gathering information/knowledge as follows:
(1) Formulate a hypothesis about the relationship
between certain constructs
(2) Test the hypothesis by designing an empirical
study
(3) Collect data
(4) Make decision to accept or reject the
hypothesis
Information/Knowledge acquisition is NOT based onInformation/Knowledge acquisition is NOT based on
AUTHORITY, TRADITION, COMMONSENSE, MEDIAAUTHORITY, TRADITION, COMMONSENSE, MEDIA
MYTHS, PERSONAL EXPERIENCEMYTHS, PERSONAL EXPERIENCE but EVIDENCEbut EVIDENCE

4. Research is systematic in the sense that it follows
several definite sequential steps. These steps make
up the Research Process.
(1) Generating research ideas
(2) Formulating the research problem
(3) Developing hypotheses/research questions
(4) Designing a study to test hypotheses/answer
research questions
(5) Collecting data
(6) Analysing and interpreting data
(7) Communicating results

5. Characteristics of Research
Research begins with a problem
Research requires a plan
Research demands a clear problem statement
Research deals with the main problem through
subproblems operationalised as research
questions/hypotheses
Research seeks direction through research
questions/hypotheses
Research deals with facts and their meaning

6. RESEARCH
QUANTITATIVE
(Positivist Approach)
QUALITATIVE
(Phenomenological Approach)
STATUS
STUDY
INTERVENTION
STUDY
STATUS STUDY
Survey
Experimental
Case
Study
Ethnography
Action
Research
Generic Qualitative method
INTERVENTION
STUDY
Correlational
Causal-comparative
Quasi-
Experimental
RESEARCH METHODOLOGY:
An overview

7. Preliminary Understanding of Quantitative &
Qualitative Research
Examine the two research studies on “Reasons for
discipline problems in school” and decide which is
quantitative and which is qualitative. Justify your answers.
Researcher A identifies
factors that influence/
affect discipline, develop a
questionnaire and
administer it to a sample
of problem students. He
then analyses the data and
identify significant factors
or rank the factors in order
of dominance.
Researcher B interviews a
sample of problem students
individually or as a small
group. He interacts with them
and observes their behaviours.
He also examines counsellors’
reports and school report
cards. He records all the
information obtained and
analyses it for patterns that
emerge.

8. Quantitative ResearchQuantitative Research Qualitative ResearchQualitative Research
PhilosophyPhilosophy Positivism:Positivism:
Knowledge can only come from positiveKnowledge can only come from positive
affirmation of theories through strictaffirmation of theories through strict
scientific methodscientific method
PhenomenologyPhenomenology
Knowledge is discovered through an open,Knowledge is discovered through an open,
unbiased description of experienceunbiased description of experience
Purpose/Purpose/
GoalGoal
To study relationship, cause and effectTo study relationship, cause and effect
To test hypotheses & to make predictionsTo test hypotheses & to make predictions
To study social phenomena or things as theyTo study social phenomena or things as they
appear in our experience.appear in our experience.
To explain, interpret and describe phenomenaTo explain, interpret and describe phenomena
FocusFocus Quantity (Variables - How much & HowQuantity (Variables - How much & How
many)many)
Quality (Features- What)Quality (Features- What)
DesignDesign Structured, predeterminedStructured, predetermined
(Developed prior to study)(Developed prior to study)
Flexible, emergingFlexible, emerging
(Evolves during study)(Evolves during study)
MethodMethod Experiment, quasi-experimental, survey,Experiment, quasi-experimental, survey,
etcetc
Ethnography, case study, etcEthnography, case study, etc
SampleSample Large, random, representationLarge, random, representation Small, purposefulSmall, purposeful
DataData
CollectionCollection
Tests, questionnaires, controlledTests, questionnaires, controlled
interventionintervention
Interviews, observation, documents, artifactsInterviews, observation, documents, artifacts
AnalysisAnalysis Deductive (by statistical methods)Deductive (by statistical methods) Inductive (narrative and interpretation byInductive (narrative and interpretation by
researcher)researcher)
FindingsFindings Specific, precise & numericalSpecific, precise & numerical Holistic, detailed & descriptiveHolistic, detailed & descriptive
ResearcherResearcher DetachedDetached ImmersedImmersed

9. DEDUCTIVE APPROACH IN
QUANTITATIVE RESEARCH
4. Confirm or revise
theory based on the
hypotheses tested
3. Conduct the study to
collect data
2. Design an empirical study
to test hypotheses
1. Formulate hypotheses based
on available theory/theories
INDUCTIVE APPROACH ININDUCTIVE APPROACH IN
QUALITATIVE RESEARCHQUALITATIVE RESEARCH
4. Formulate and4. Formulate and
generate theory based ongenerate theory based on
rich descriptive datarich descriptive data
3. Formulate tentative3. Formulate tentative
hypotheses & gather furtherhypotheses & gather further
informationinformation
2. Look for patterns in the forms2. Look for patterns in the forms
of themes, categories thatof themes, categories that
emergeemerge
1. Conduct observation1. Conduct observation
(Participant/non-participant)(Participant/non-participant)

10. Research Design
The outline, plan or strategy specifying the
procedure to be used in seeking an answer to the
research question (or to do the research)
The design indicates:
 how to collect and analyse the data (esp. the type
of analysis needed to answer the res. questions)
 how extraneous variables are controlled or
included in the study
 how conclusions can be drawn

11. Research
Design
Weak
Design
True
Design
Experimental
Quasi-
Experimental
Non-Equivalent Control-Group Design
One-Shot Design
One-group Pretest-
Posttest Design
Non-equivalent
Posttest-only Design
After-only Research
Design (Posttest-
only Control Group
Design)
Factorial
Design
Before-After Research Design
(Pretest-Posttest Control Group
Design)
TYPES OFTYPES OF
RESEARCHRESEARCH
DESIGNSDESIGNS
Interrupted Time Series Design

12. Ethics in Research
Respect human values & protect human rights
Determine the degree of risks involved
Principal researcher undertakes full responsibility of the
study
Inform the subject before or after, the nature of the
experiment
Respect individual’s freedom to decline participation
All information collected & subjects involved should be
kept confidential. Report group performance, not
individual performance.

13. RESEARCH PROCESS: BASIC 5
STEPS
IDENTIFYING THE PROBLEM /FOCUS
PLANNING TO ANSWER QUESTIONS ABOUT THE
PROBLEM
IMPLEMENTING THE PLAN
COLLECTING DATA TO ANSWER THE
QUESTIONS

14. Can be more elaborate steps like:
(1) Generating research ideas
(2) Formulating the research problem
(3) Developing hypotheses/research questions
(4) Designing a study to test hypotheses/answer
research questions
(5) Collecting data
(6) Analysing and interpreting data
(7) Communicating results

15. IMPORTANT OF LITERATURE
REVIEW IN IDENTIFYING
RESEARCH PROBLEM

16. To understand in depth about the problem to be studied
To know what has been done about this problem
To gain insights into the theories, approaches and
methodologies adopted by different researchers. (This will
provide sound theoretical and methodological frameworks
for the intended study.)
To identify gaps in the literature so that the intended
study can focus on a research area that is significant and
that has not been explored adequately. This will ensure
that the research done will contribute towards knowledge
and/or theory development.
PURPOSE OF LITERATURE REVIEW

17. To help researchers to delimit the research problem
(narrow the scope) and define it clearly so that it has the
right focus.
To ensure that research to be done is on the right track in
line with the current trends. (Such information can be
obtained from the Recommendations for further research
section of every research study. These recommendations
are useful because they represent the insights of the
researcher after he/she has studied the phenomenon.)
To provide the intellectual context for the research to be
done, enabling the researcher to position his/her work
relative to other work. This is possible because the review
will show what has been done in the field and how the
new study relates to earlier research.

18. Theory & Review of Literature
Theory
 a statement or set of statements that explain and
predict phenomena.
 a statement that indicates the relationship between two or
more events
Ausubel’s Meaningful Learning Theory
Meaningful Learning takes place when a learner integrate new
information with old information
What does Ausubel.s Theory predict?
What variables does the theory try to relate?

19. THE ROLE OF THEORY IN EDUCATIONAL
RESEARCH
Theory provides an important guide or focus for the
direction of research by pointing to areas in which
meaningful relationships of events (variables) are likely to
be found.
Theory provides a rational basis for explaining or
interpreting the results of the research.
Theory enables the researcher to make predictions about a
wide range of situations

20. Review of Literature
Give an in-depth account of key works and information
available on a research topic
Aspects normally covered:Aspects normally covered:
 specific areas investigatedspecific areas investigated
 theories & approaches usedtheories & approaches used
 samples involvedsamples involved
 variables examinedvariables examined
 analyses usedanalyses used
 findings obtainedfindings obtained
Sources:Sources:
research articles (e.g. Journals)research articles (e.g. Journals)
& academic writings (e.g.& academic writings (e.g.
books)books)
How are the studies related to
your research?
What has been researched &
what needs further research?
What insights have you
obtained about the area to be
studied (e.g. approaches,
methodologies. analyses and
interpretation of findings) and
the trends that have emerged?

21. Sources of Literature Review
Secondary Sources (Sumber Sekunder)
Materials written based on the works of others (e.g. reference
books, text books, published academic writings, etc)
Primary Sources (Sumber Asli)
Materials written by someone who actually conducted the
investigation – 1st
hand information. (e.g. research articles
published in journals.)
Note: Research articles also contain information from secondary
sources when the writers quote the works of other people

22. Common weaknesses in Lit. Review
Mere presentation of research information without
relating it to the intended study
Mere presentation of research information without any
critical evaluation
Mere listing of past studies in isolation without making
any connection among them – differences & similarities
Heavy reliance on secondary sources and/or outdated
studies
Poor citations (Refer to APA)
Plagiarism