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Module 1 - Introduction To Research Methods0

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Module 1 - Introduction To Research Methods0

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202311613
Copyright
© © All Rights Reserved
Available Formats
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INTRODUCTION TO
RESEARCH METHODS
MODULE 1
INTRODUCTION TO
RESEARCH
Upon completion of the Research Areas topic, you will
be able to:
• Understand the theory, model, and types of
random variable
❖ A systematic and unbiased way of solving a problem (by
answering questions or supporting hypotheses) through
generating verifiable data.
❖ This is the fundamental definition we need, so we need to
understand systematic, unbiased, hypotheses and verifiable
❖ To rely on authority (parents, superior, police, etc.)
❖ Personal experience (what happened)
❖ Common sense (apply simple logic)
❖ Revelation (rely on belief)
❖ Intuition (instincts or feelings)
1) Should I cross the road
at a specific place where
there is no pedestrian
crossing?
Who should I marry?
Conclusion:

“these other methods may all be


useful at times, but not good
ways to provide good long-term
solutions to important problems.”
Keyword:
Verifiable (‘testable’)
Testable means able to be tested or tried.

❖ In all research, it is important that other researchers can


try to replicate your findings.
❖ Experimental scientists talk about repeatable
experiments as researchers are expected to
provide enough details that others can try to
replicate their findings by repeating their
experiment.
❖ After choosing a research topic, a research plan
usually contains most of the following 12 elements
1. Literature Review, what is already known
2. Research Design, overview of methodological
decisions taken
3. Sample and Population, selection process and
from what population
4. Data Collection, how done
5. Data Analysis, how to process using quantitative
methods
6. Presentation of Results, how to display data and
results of analysis.
7. Interpretation of Results, how to make sense of
the findings
8. Work Schedule, timetable and allocation of tasks for
study
9. Dissemination of Results, how to publish

For Draft Instruments


11. Cover/Consent Letters, needed for ethical approval
12.Bibliography, references to prior knowledge
❖ Defined as ‘an objective,
logical and systematic
method of analysis of
phenomena devised to
permit the accumulation
of reliable knowledge’
Phenomena are what were observed (often cannot
measure directly, although brain measurements
have the potential to change that in some cases) –
which can be either subjective (e.g. attitudes,
feelings) or objective (e.g. time, weight)
measurements.
To evaluate phenomena from a dispassionate,
apolitical, theological, and nonideological
viewpoint.

Note: the key is objectivity in evaluation, i.e. when


testing the ideas and reporting the findings, not
when choosing the research problem
EXAMPLE:

“During Severe Acute Respiratory Syndrome (SARS),


we did a repeated telephone survey for the government,
asking people living in Amoy Gardens about their
personal hygiene behaviour – this was interventional
research, not observational research, as claimed”.
A constant is something that (it is assumed) does
not vary over the study and hence cannot explain
anything that does vary over the study.
❖ Logical reasoning: following the (rational) rules of
induction and deduction:
❖ Deduction: general to specific (generate ways to test
theories in new situations, looking for a situation where
the theory fails)
❖ Induction: specific to general (generate theories from
observations, creating a new theory, replacing any
failed theories)
❖ Analysis means both qualitative and quantitative
methods (i.e. with and without numerical
information) of processing and summarizing
information.
Descriptive: It is a simple statistics relate description of
sample to description of population, how good is the
description?

This level of analysis can be of vital importance, e.g.


population size and unemployment rate for the Philippine
population, as done by the Census and Statistics
Department.
A hypothesis is a statement that can be empirically tested,
i.e. translation of theory into a testable statement.

Note that a research question may be as specific as “Do


young people protest more than older people?”, which
links to the hypothesis: “Young people protest more than
older people” or may be a broader question
❖ The research (or alternative) hypothesis is a
positive statement about what the researcher
expects to find, like “Young people protest more
than older people”
❖ The null hypothesis is a statement that a
relationship expected in the research hypothesis
does not exist, i.e. that the world is simpler than
predicted by theory, like “There is no difference
in how much young and older people protest”.
❖ Proof means that you know the truth for certain.

❖ Verified means that your tests did not disprove the


truth.
❖ A variable is something that varies over time or
over subjects (in other words, varies within the
study), also used to mean the operational
definition of a concept (how do we measure
something).
❖ Explanatory variables are random variables that
are the object of research, i.e. they are included
in the research hypothesis.
❖ An independent variable is an explanatory
variable that is a presumed cause of variation in
another explanatory variable(s)
❖ A dependent variable is an explanatory variable
that is presumed to be affected by the
independent variable(s).
❖ Extraneous variables are random variables that
are not objects of research
1. Confounding: extraneous variables that are
related to independent variables.

2. Uncontrolled: extraneous variables that have


not been controlled
3. Controlled: extraneous variables that are either
manipulated or included in a statistical model) to
exclude their effect on the relationship between
independent and dependent variables (for
confounding variables) or to reduce the
variability of the dependent variable.
4. Assumed irrelevant: extraneous variables
believed not to play any role in the research
Journals:
EBSCO
IntechOpen
IntechOpen website link: https://www.intechopen.com/

Taylor and Francis


T&F website link: www.taylorfrancis.com/

Springer
Springer website link: bit.ly/SpringerCS

JSTOR
JSTOR website link: https://about.jstor.org/whats-in-jstor/books/open-access-books-jstor/
Books:
• Forsyth, D. (2018). Probability and Statistics for Computer Science. IL, USA: Springer.
• Frank E. Harrell, J. (2015). Regression Modeling Strategies. Switzerland: Springer
International Publishing
• Gorvine, B. (2018). Research methods. Oxford University Press.
• Grigoryev, I. (2017). AnyLogic 7 in three days a quick coursein simulation modeling.
• McCroskey, J. (2016). Quantitative research methods for communication. OXFORD
university Press.
• Matera, M. (2015). Explore like a pirare : gamification and game inspired course design
to engage, enrich and elevate your learners. Dave BurgessConsulting, Inc.
• Pajo, B. (2018). Introduction to research methods. Sage Publising.
• Viswanathan, M. (2019). Digital modulations using Matlab : build simulation models from
scratch.
External Resources:
• www.portal.office.com (CANVAS)
• Bacon-Shone, J. (2015). Introduction to Quantitative Research Method. Hong Kong: Research Gate
• Nathan, Peter (2013). The Oxford Handbook of Quantitative Methods Vol 2: Oxford University Press.
• Teo, Timothy (2013). Handbook on Quantitative Methods for Educational Research: Sense Publisher.
• Zeigler, Bernard P. et al. (2019). Theory of Modeling and Simulation 3 ed.: Academic Press.
• Arias-Rodil, M., Diéguez-Aranda, U., & Burkhart, H. E. (2017). Effects of Measurement Error in Total Tree Height and Upper-
Stem Diameter on Stem Volume Prediction. Copyright Society of American Foresters Jun 2017, 250-260.
• Domanski, C., & Jedrzjezak, A. (2015). Statistical Computing in Information Society. Folia Oeconomica Stetiensia, 144-152.
• Ibrahim, K. (2019). Foreign language practice in simulation video games: An analysis of game-based FL use
dynamics. American Council on the Teaching of Foreign Languages, 335-357.
• Kirkpatrick, E., Gaisford, W., Williams, E., Brindley, E., Tembo, D., & Wright, D. (2017). Understanding Plain English summaries.
A comparison of two approaches to improve the quality of Plain English summaries in research reports. Research Involvement
and Engagement , 1-14.
• Sato, K. (2004). Perspective of Research Design in Design. Visible Language, 218.
• Shu, K., Kozak, M., Fradj, N. B., Zylowski, T., & Rozakis, S. (2020). Simulation of sorghum introduction and its impacts on land
use change—A case study on Lubelski region of Eastern Poland. John Wiley & Sons, Inc., 252-274.
• Trochim, P. M. (2020, March 10). Retrieved from Research Method Knowledge Base: https://conjointly.com/kb/research-
sample/paper/
• University of Minnesota. (2020, April 20). Driven to Discover. Retrieved from Heart Attack Prevention:
http://www.epi.umn.edu/cvdepi/essay/association-causation-in-epidemiology-stories-of-guidelines-to-causality-h-blackburn/

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