Statement of problem
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Types of research
This document discusses different types of research and the research process. It describes two types of research: basic or pure research which aims to develop new knowledge, and applied research which focuses on applying existing theories. There are also two general methods: qualitative research which uses non-statistical analysis to understand underlying reasons and trends, and quantitative research which expresses data numerically and uses statistical analysis. The research process involves identifying a problem, formulating hypotheses to guide the study, collecting and analyzing data, and reporting conclusions.
Research problem
This document discusses key aspects of defining a research problem, including identifying a researchable problem, sources of research problems, writing a problem statement, and developing research questions. It emphasizes that a well-defined research problem lays the foundation for a successful research project. The first step is to identify a compelling topic and formulate a problem statement that introduces the research area and leads to specific questions. A good research problem should be significant, clearly delineated, and have accessible information to draw conclusions. Narrowing the scope and defining key terms helps ensure the problem is manageable.
Research Question and Hypothesis
Here are the answers to your questions:
1. FINER criteria of a good research question are: Feasible, Interesting, Novel, Ethical, Relevant.
2. A null hypothesis is a statistical hypothesis that predicts that no relationship exists between two variables.
3. The types of relationships that may exist between two variables are: positive, negative, or no relationship.
4. Read around comes first before read into. Read around gives a broad overview of the topic area, while read into involves an in-depth review.
5. The literature review is often called the "mother of the research" as it helps identify gaps and formulate the research question.
6. If we
How to select a research topic
The document discusses important factors to consider when choosing a research topic, including ensuring the topic is interesting, researchable, significant, manageable, and ethical. It emphasizes that a well-defined research topic is the starting point for a successful research project. Some examples of potential research topics related to education and digital literacy are provided, such as analyzing digital literacy skills of teachers and students or investigating training models for teacher professional development. The document advises researchers to think carefully about their topic selection and consider how to develop a perfect research topic that meets the outlined criteria.
Writing A Research Title
The document provides guidance on writing effective research titles. It states that a good title should summarize the main idea of the study in as few words as possible and contain important keywords. The title is the most read part of a paper so it needs to predict the content, be interesting, reflect the tone, and contain important keywords. Examples of good and poor titles are provided based on these criteria. Tips are given such as keeping titles between 5-15 words and using a formulaic structure. The use of subtitles to provide additional context is also discussed.
Concluding your research
This document discusses how to write effective conclusions for dissertations. It notes that conclusions are important for making a strong final impression. A good conclusion should summarize the research, restate the aims and findings, discuss limitations and implications, and potentially suggest areas for future work without introducing new information. The conclusion ties together all aspects of the dissertation and demonstrates the contributions and significance of the research.
The research topic
This document provides tips for developing a focused research topic and constructing an effective research title. It advises brainstorming topic ideas, discussing them with others, and selecting a topic that interests you. When crafting a title, the document recommends keeping it brief (10-12 words), using active verbs and descriptive keywords, and avoiding unnecessary details, abbreviations, and jargon. Sample research titles are also included to illustrate these tips.
Research project report
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Types of research
This document discusses different types of research and the research process. It describes two types of research: basic or pure research which aims to develop new knowledge, and applied research which focuses on applying existing theories. There are also two general methods: qualitative research which uses non-statistical analysis to understand underlying reasons and trends, and quantitative research which expresses data numerically and uses statistical analysis. The research process involves identifying a problem, formulating hypotheses to guide the study, collecting and analyzing data, and reporting conclusions.
Research problem
This document discusses key aspects of defining a research problem, including identifying a researchable problem, sources of research problems, writing a problem statement, and developing research questions. It emphasizes that a well-defined research problem lays the foundation for a successful research project. The first step is to identify a compelling topic and formulate a problem statement that introduces the research area and leads to specific questions. A good research problem should be significant, clearly delineated, and have accessible information to draw conclusions. Narrowing the scope and defining key terms helps ensure the problem is manageable.
Research Question and Hypothesis
Here are the answers to your questions:
1. FINER criteria of a good research question are: Feasible, Interesting, Novel, Ethical, Relevant.
2. A null hypothesis is a statistical hypothesis that predicts that no relationship exists between two variables.
3. The types of relationships that may exist between two variables are: positive, negative, or no relationship.
4. Read around comes first before read into. Read around gives a broad overview of the topic area, while read into involves an in-depth review.
5. The literature review is often called the "mother of the research" as it helps identify gaps and formulate the research question.
6. If we
How to select a research topic
The document discusses important factors to consider when choosing a research topic, including ensuring the topic is interesting, researchable, significant, manageable, and ethical. It emphasizes that a well-defined research topic is the starting point for a successful research project. Some examples of potential research topics related to education and digital literacy are provided, such as analyzing digital literacy skills of teachers and students or investigating training models for teacher professional development. The document advises researchers to think carefully about their topic selection and consider how to develop a perfect research topic that meets the outlined criteria.
Writing A Research Title
The document provides guidance on writing effective research titles. It states that a good title should summarize the main idea of the study in as few words as possible and contain important keywords. The title is the most read part of a paper so it needs to predict the content, be interesting, reflect the tone, and contain important keywords. Examples of good and poor titles are provided based on these criteria. Tips are given such as keeping titles between 5-15 words and using a formulaic structure. The use of subtitles to provide additional context is also discussed.
Concluding your research
This document discusses how to write effective conclusions for dissertations. It notes that conclusions are important for making a strong final impression. A good conclusion should summarize the research, restate the aims and findings, discuss limitations and implications, and potentially suggest areas for future work without introducing new information. The conclusion ties together all aspects of the dissertation and demonstrates the contributions and significance of the research.
The research topic
This document provides tips for developing a focused research topic and constructing an effective research title. It advises brainstorming topic ideas, discussing them with others, and selecting a topic that interests you. When crafting a title, the document recommends keeping it brief (10-12 words), using active verbs and descriptive keywords, and avoiding unnecessary details, abbreviations, and jargon. Sample research titles are also included to illustrate these tips.
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This document discusses conceptual frameworks, theories, and research questions/hypotheses in qualitative and quantitative research. It provides:
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The document outlines the key components of reviewing related literature for research: selecting, citing, and synthesizing relevant sources; formulating a conceptual framework and research hypotheses; and defining terms. It discusses the purpose of reviewing literature to justify the research topic and questions, provide background, and establish the study as part of ongoing research. Common citation styles like APA, MLA, and Chicago are also covered. The conceptual framework diagrammatically shows relationships between variables, which are defined both conceptually and operationally. Research hypotheses predict outcomes and are stated with expected directions.
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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.
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A research proposal outlines a research project and provides information on key elements such as the research question, methodology, and ethical considerations. It connects the proposed research to existing literature and discusses the importance and viability of the research topic. Important components of a research proposal include the introduction of the research topic and why it is being studied, a literature review, research design outlining the methodology and methods of data collection/analysis, and consideration of ethical issues. The proposal should also include sections on aims/objectives, conclusions/recommendations, and references. A good title reflects the well-defined aims of the research in a concrete manner.
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The document discusses various types of research including descriptive research, which describes characteristics without determining causes, and analytical research, which evaluates facts and information. It also discusses applied research which aims to solve immediate problems, and basic research which improves scientific understanding without specific applications. Additional types discussed are quantitative research using measurement, qualitative research investigating human behavior, conceptual research developing new ideas, empirical research using observation, and historical research studying past events.
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This document discusses different types of research studies and methods. There are two main types of research studies: experimental and observational studies. Experimental studies intentionally introduce a treatment or procedure, while observational studies simply observe behavior without influencing it. Within these two types there are various research methods like randomized controlled trials, cohort studies, and case-control studies. The document also covers key parts of research papers like the introduction, methods, results, and discussion sections. It emphasizes that research is done to systematically increase knowledge and find practical solutions.
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The document provides guidance on writing a research paper, including its purpose and structure. It discusses the key parts of a research paper such as the introduction, methodology, and conclusion. The introduction should state the topic and its importance. The methodology section explains how the research was conducted, including data collection and analysis methods used. The conclusion restates the main points and leaves the reader with a final impression. The document also provides examples and prompts for writing each section of a research paper.
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This powerpoint presentation contains a brief overview of the contents of Chapter 3 or Research Methodology. You can also find a sample that shows the different components of Chapter 3.
Kindly hit the like and subscribe buttons, thank you.
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The document provides an overview of the literature review process. It defines a literature review as an examination of previous research conducted in a particular field of study. The purpose is to gain knowledge in the field, identify common methodologies, and determine if the proposed research is needed. The literature review process involves selecting a topic, searching for and analyzing relevant literature, and writing the review. Organizational schemes like topical, chronological, and problem-solution orders can be used.
Literature Review
The document provides guidance on conducting a literature review for research. It discusses selecting a topic, conducting a literature search, analyzing and organizing the literature. Key steps include identifying the research topic, locating relevant sources through databases and other means, reading and analyzing the literature, and organizing it using mapping techniques. The literature review aims to summarize and synthesize previous research on the topic to provide context and identify gaps to justify further research.
Theoretical and conceptual framework
This document discusses conceptual frameworks, theories, and research questions/hypotheses in qualitative and quantitative research. It provides:
1. An overview of what conceptual frameworks are and how they are used to define variables and relationships in a study.
2. Descriptions of how theories are applied differently in qualitative versus quantitative research, such as testing theories deductively in quantitative research and generating theories inductively in qualitative research.
3. Guidelines for writing good qualitative research questions, quantitative research questions/hypotheses, and mixed methods research questions/hypotheses.
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This document discusses identifying and formulating a research problem. It begins by outlining the objectives and introduction to research problems. Potential sources of research problems are then explored, including personal and practical experiences, literature reviews, theories, and social issues. Key aspects of a research problem like significance, originality, feasibility, solvability, currency, and interest are defined. The process of selecting a research area, reviewing literature, delimiting the topic, and evaluating the problem is outlined. Finally, declarative and interrogative formats for a final research problem statement are presented along with characteristics of a well-formulated research problem.
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This document provides guidance on writing academic reports and essays. It explains that reports and essays are two distinct writing formats used in academic work, with each assignment specifying the required format. Reports use a formal structure with sections, headings, numbering, and appendices, while essays have a less rigid structure but still require arguments and objective commentary. Key expectations for academic writing are to follow the assigned task, use proper grammar, spelling, and punctuation, explain jargon, and take an impersonal and objective style. References must be included to cite ideas from other sources. The document provides tips for planning, structuring, and formatting reports and essays to clearly communicate information to the intended audience.
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This document provides guidance on writing a research proposal. It begins by defining what constitutes research and a research proposal. A research proposal concisely summarizes the key aspects of the proposed research, including the research topic, justification for studying it, and methodology. The document then outlines the typical sections of a research proposal, such as the title, background, objectives, methodology, budget and timeline. It provides tips for writing each section effectively, such as making the objectives specific, measurable, achievable, relevant and time-bound. Additionally, it discusses other important aspects like developing a conceptual framework and conducting a literature review.
Designing and conducting summative evaluations
The document summarizes the process of summative evaluation, which collects data to determine if instruction works as intended. It has two stages: expert judgement and impact analysis. Expert judgement involves evaluating if instructional content and design align with organizational needs and goals. Impact analysis assesses if instruction helped learners transfer skills to their jobs and improved performance. The document also compares formative and summative evaluation, describes models to evaluate instruction, and provides sample rating forms and questions to guide analysis.
Designing and conducting summative evaluations
The document summarizes summative evaluation, which collects data after instruction is completed to determine its impact on learners, their jobs, and the organization. Summative evaluation involves expert judgement to evaluate if instructional design principles were followed and an impact analysis of learners in their jobs, including whether needs were met and job performance improved. It also provides examples of assessment questions and rating forms that can be used for the expert judgement and impact analysis stages of summative evaluation.
Basic vs applied research
Basic research aims to explore the principles behind social phenomena and enhance understanding through developing theory, focusing on the "what", "why", and "when" of topics using academic terminology. Applied research focuses on applying outcomes practically to improve practices and solve issues, focusing on "how" in a more understandable style, such as improving classroom teaching in a specific school.
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
Chapter 2 Identifying and Stating the Problem
This document discusses identifying and stating the research problem which is the intellectual stimulus that calls for scientific inquiry. It provides sources of research topics such as prevailing theories, observations, fields of interest, and existing problems. It also outlines criteria for choosing a problem such as being original, significant, and modest. Technical and personal bases are considered in selecting the problem. Guidelines are provided for formulating a good research title and characteristics such as being concise and informative. Examples of research titles are also given.
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OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
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Research Questions-Hypotheses-Objectives Dr M Ilyas Khan Hazara University.pptx
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The document discusses research questions, hypotheses, and objectives. It explains that research questions provide the focus and direction for a research study. Hypotheses are tentative explanations formulated before testing to explore relationships between variables. Research objectives specify how the study will explore answers to research questions or test hypotheses. Objectives should be clear, focused, and achievable to guide the research process.Conceptual and theoretical frameworks difference
This document discusses conceptual and theoretical frameworks in research. A conceptual framework links the main concepts in a study, such as the relationship between motivation and learning. A theoretical framework analyzes and interlinks relevant theories, such as theories of learning and motivation, to explore the research questions. Theoretical frameworks are used to examine how theories drive the objectives of a study, like investigating the impact of teacher motivation on student learning. Concepts, theories, and their interrelationships comprise conceptual and theoretical frameworks.
Characteristics of a good thesis
This document outlines the characteristics of a good research thesis. It discusses that a thesis should have a clear title, introduction with objectives and research questions, a comprehensive literature review leading to a gap identification, a justified methodology, findings presented in relation to objectives, and a discussion drawing conclusions and implications. It emphasizes using clear academic language, properly formatted references and appendices, and an abstract representing the full thesis in brief.
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This document provides an overview of APA citation and referencing guidelines according to the 7th edition of the APA Publication Manual. It discusses the American Psychological Association, the purpose of citation and referencing, and the APA style. Examples are given for different types of in-text citations, such as citations for one, two, or three+ authors, organizations as authors, and secondary sources. Guidelines are also provided for referencing various document types, including books, book chapters, journal articles, theses/dissertations, newspapers/magazines, and other sources like blogs, websites, and personal communications.
Sentence types by function
The document discusses the four main types of sentences: declarative sentences that state or describe information, interrogative sentences that ask questions, imperative sentences that give commands or instructions, and exclamatory sentences that express emotions or feelings. Examples are provided for each sentence type to illustrate their purpose or function in communication. The document was written by Dr. Muhammad Ilyas Khan of the Department of Education at Hazara University Mansehra.
Sentence types by structure
This document defines sentences and describes their structure and types. It defines a sentence as a group of words that expresses a complete thought with a subject and predicate. Simple sentences contain one clause, compound sentences contain two main clauses joined by a conjunction, and complex sentences contain a main clause and subordinate clause. Sentences can also be declarative, interrogative, imperative, or exclamatory depending on their function in expressing a statement, asking a question, giving a command, or expressing strong feelings.
Punctuation in English: an introduction
The document discusses punctuation in English. It defines punctuation as the process of arranging and structuring words to make texts clearer and meaningful. It then provides examples of unpunctuated versus punctuated texts. The rest of the document discusses common punctuation marks used in English, including their general uses. It covers punctuation marks such as periods, question marks, exclamation marks, commas, semicolons, colons, apostrophes, quotation marks, hyphens, dashes, parentheses, brackets, ellipses, and slashes.
Parts of speech
This document defines and provides examples of the nine main parts of speech in English: noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection, and article/determiner. It was written by Dr. Muhammad Ilyas Khan of the Department of Education at Hazara University Mansehra and defines each part of speech and provides an example using the name "Ali" to illustrate how each part of speech is used.
Functional English: an introduction
Functional English refers to using the English language in a practical sense for communication purposes like listening, speaking, reading and writing. It focuses on using English in routine life. To use English functionally requires having a good vocabulary, knowledge of grammar rules, parts of speech, tenses and good comprehension skills. The process of developing functional English involves building vocabulary, learning grammar, and polishing the four skills through regular listening, speaking, reading and writing activities in English.
Write a research thesis structure and process
This document outlines the structure and process of writing a research thesis. It defines a research thesis as a comprehensive written report that describes the aims, objectives, rationale, background, methodology, results, and implications of a research project. The general structure includes preliminary pages, an introduction with objectives and rationale, a literature review, methodology, results and findings, and a conclusion with recommendations. The writing process involves drafting, getting feedback from supervisors and peers, reflecting and revising multiple times, and finally proofreading and formatting the final thesis.
Writing research proposal general structure and content
This document outlines the general structure and contents of a research proposal, including an introduction, statement of the problem, research objectives, background literature review, research methodology, expected outcomes, timeline, and references. It provides guidance for writing a research proposal, with key sections to address and the overall framework to follow.
Abstract writing: what, why, when, how?
This document discusses research abstracts, providing information on what a research abstract is, why it is used, when it should be written, and how it should be structured. It explains that a research abstract gives readers a brief summary of the research background, aims, methods, results and conclusions in about 150-300 words. It helps readers decide whether they need to read the full research paper or thesis. While included early in a research report, the abstract is generally written after completing the research so the researcher can fully summarize the process, outcomes and implications. The document then provides an example of an abstract summarizing a study on perceptions of reflection in a teacher education program.
Critical literature review the process
This document outlines the process for conducting a critical literature review, including initial reading on a broader topic, reflection, focusing the research questions, identifying convergences and divergences across sources, re-reading to identify main themes, and determining areas that require further exploration to identify gaps in existing research. The document was written by Dr. Muhammad Ilyas Khan of the Department of Education at Hazara University.
Selecting a research topic
Selecting a research topic involves considering what topic to explore based on personal experiences, interests from initial readings and discussions, and determining why this topic should be explored for personal, academic, theoretical or professional significance. It also requires determining how to explore the topic through methodological considerations and feasibility of execution, and considering what the outcomes might be at a personal, academic or professional level at the end of the study.
Research hypotheses what, why, how
This document discusses research hypotheses. It defines a hypothesis as a tentative explanation of a relationship between variables that is tested through empirical research. Good hypotheses clearly state relationships, use precise language, and represent research objectives. Developing hypotheses gives direction to the research process by providing tentative answers and guiding data collection and analysis. Hypotheses can be descriptive, relational, simple, complex, null, or alternative. The author provides examples to illustrate different types of hypotheses.
Research gap what-why-how
This document discusses identifying research gaps. It explains that a research gap is an unexplored, less explored, or inadequately explored area of knowledge that could add to the field if studied further. Identifying research gaps is important to rationalize and justify a research study. Potential sources of identifying gaps include personal experiences, reviewing previous related studies and their suggested further research, meta-analyses, popular topics on journals, and discussions with supervisors and colleagues. The document provides guidance on what a research gap is, why identifying one is important, and potential ways to find a gap.
Qualitative research definition and characteristics
The document discusses qualitative research, its definition and characteristics. It notes that while quantitative research originated in the natural sciences and focuses on measurement, statistics and generalization, qualitative research emerged in the social sciences due to difficulties quantifying human behavior. Qualitative research aims to understand phenomena through context and interpretation rather than testing hypotheses. It is naturalistic, flexible and inductive, beginning with data collection before developing theories. Researchers get personally involved through long-term study of small, purposeful samples and analyze textual rather than numerical data.
Mixed method research design
Mixed-method research combines both qualitative and quantitative data and analysis techniques to explore research questions. It uses both methods simultaneously or sequentially. The rationale is that it brings rigor, richness, and triangulation to data collection and supports findings by using multiple data sources and methods. Researchers must justify using a mixed approach and ensure they have the expertise to deal with its complexities.
General process of social sciences research
This document outlines the general process of social sciences research in 9 steps: 1) Identifying a research problem, 2) Formulating research questions, 3) Reviewing relevant literature, 4) Refining the research questions, 5) Designing the research methodology, 6) Implementing the research design through data collection, 7) Analyzing the collected data, 8) Deriving findings and conclusions from the analysis, and 9) Writing a report of the research. The document provides examples and explanations for each step of the research process.
Research proposal
The document outlines the key components of a research proposal: what, why, how, and when. It explains that a research proposal provides a blueprint for a proposed study, answering what the research is about, why the study is being conducted, how it will be carried out, and when the different stages will take place. Specifically, it should describe the research topic, objectives, and questions; the rationale and significance of the study; the research design, data collection and analysis methods; and a timeline for completion.
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Statement of problem
- 1. PROBLEM STATEMENT ------- What, Why, How? Dr. Muhammad Ilyas Khan Dr. Muhammad Ilyas Khan
- 2. Problem Statement: What? • A combination of two words: Problem and Statement • A Problem Statement or statement of the problem is a brief and concise account, a declaration or a report of the problem or issue that is being investigated in a research study. • Generally, a part of research theses or research proposals Dr. Muhammad Ilyas Khan
- 3. Problem Statement: Why? • Problem Statement is part of the research report to give an initial and concise insight into the issue or the problem being investigated. • What is the issue or problem? • What is its background? • Why is the issue being investigated? • Brief knowledge gap identification Dr. Muhammad Ilyas Khan
- 4. Problem Statement: How? • Generally, three parts • Brief background ( a few sentences to a paragraph, depending on the scope of the study/nature of report) • Gap-Identification (What is missing in our understanding of the issue or problem? Why is this study needed?) • Aims of the current study (The ‘what’, ‘why’, and ‘how’ of the current study) • A few sentences to a few paragraphs Dr. Muhammad Ilyas Khan
- 5. Problem Statement: An example • Reflective practice has been an important educational concept employed in many educational programmes across disciplines including teacher education. Many initial teacher education programmes aim at developing prospective teachers as reflective practitioners. • Despite its ubiquity in teacher education programmes, there has been little consensus regarding the connotations, aims, and outcomes of reflective practice as a teacher education concept. This is partly because of the multiplicity of definitional connotations that have been associated with the concept. In the absence of any comprehensive, agreed upon definition, the concept has often been turned into a slogan, lacking clearly laid out aims, implementation mechanisms, and measurable outcomes. • The current study, therefore, aims to explore reflective practice in terms of its aims, implementation mechanisms and measurable outcomes, if any, in teacher education programmes. The study also aims to explore possible ways and means for the incorporation of reflective practice in teacher education programmes with clearer aims, implementation mechanisms and outcomes. Dr. Muhammad Ilyas Khan