The document outlines essential components for conducting high-quality research, emphasizing originality, clear objectives, and robust methodology. It details the importance of a well-articulated research problem, comprehensive literature review, meticulous materials and methods, and effective data analysis. The conclusion should succinctly link results to objectives and suggest avenues for future research.

1. GUIDE TO CONDUCTING GOOD RESEARCH
Abd Karim Alias
akarim@usm.my
View on Slideshare: http://slidesha.re/rRVSYY

2. WHAT MAKES AN
OUTSTANDING RESEARCH?
•Novelty/originality
•Clear & specific objectives
•Elegant design & execution
•Contribute new or extended knowledge

3. IN THEVERY
BEGINNING

4. RESEARCH PROBLEM
Why did you
undertake the research
in the first place?
How does your
research advance the
knowledge of the
subject?

5. RESEARCH PROBLEM
•Sufficient background - so that examiner
appreciates the research problem
•Highlight the deficiencies in current
knowledge - put the work in proper
context or perspective.
•Specific research objectives: achievable,
measurable.

6. RESEARCH PROBLEM
Answer the question...
WHY BOTHER?

7. SCOPE OFTHE RESEARCH
Have you defined &
articulated the scope
of your research
clearly?
Important to avoid “doing
everything under the sun” — too
broad, insufficient depth.

8. LITERATURE REVIEW
•Comprehensive but concise
•Include KEY references (seminal
papers) & recent references.
•Critical appraisal - summarize &
synthesize the current state of
knowledge
•Identify gaps in knowledge
•Need to address conflict or
controversial issues

9. MATERIALS & METHOD
Examiners will scrutinize
very carefully &
meticulously!

10. MATERIALS & METHOD
Are M&M detailed
enough to ensure the
work is reproducible?
MATERIAL: sample size, sample
population, sampling technique,
sample storage/treatment
INSTRUMENTATION:
specifications, calibration
INSTRUMENT: how questionnaire
developed? validity/reliability
check; proposed data analysis

11. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
What precautions were taken against likely sources of bias?
What are the limitations of the methodology?
Is the methodology for analysis and data collection
appropriate?
Under given circumstances, has the best
methodology been chosen?

12. DATA ANALYSIS & PRESENTATION
•What is the basis of choosing certain set
of data to include in the thesis?
•Have the hypothesis been tested?
•Do the solutions obtained relate
to the questions posed?
•Is the level and form of analysis
appropriate for the data?

13. DATA ANALYSIS & PRESENTATION
•Could the presentation of results made
clearer?
•Are the pattern in the results
clearly identified and summarized

14. DISCUSSION & INTERPRETATION
•Logical progression of ideas & arguments
•Ability to recognize & appreciate the
significance of the data
•Demonstrate higher level of thinking &
analysis
•Ability to recognize & deal
with contradiction

15. DISCUSSION & INTERPRETATION
•Is the significance of results fully explored
in the context of current literature?
•Reflection - ability of the author to make a
critical assessment of their own work
•Succinct writing without
excessive speculation

16. THE END PART
•Succinct conclusion
•Have all the conclusions linked to the
results (i.e., based on available data)?
•Have all the stated objectives of the thesis
been addressed, regardless of the
outcome?
•Have the avenues for future work opened
up by the thesis been articulated clearly?

17. FINAL ANALYSIS
Has the research
made a substantive
original contribution
to our knowledge &
understanding?
Development of new theory or
methodology?
Generation of new body of
knowledge?
Knowledge about or
understanding of an issue or
problem?
Proposal of new policy or practice
in a particular area?

18. FURTHER READING
Mullins, G and Kiley, M. (2002) “It’s a
PhD, not a Nobel Prize”: how
experienced examiners assess research
theses, Studies in Higher Education, 27, 4,
369-386

19. THANK YOU FOR YOUR ATTENTION!