Research is an art of scientific investigation.

It is regarded as a systematic efforts to

gain new knowledge. The dictionary meaning of research is a careful investigation or
enquiry especially through search for new facts in any branch of knowledge.
Research comprises defining and redefining problems, formulating hypothesis or
suggested solutions; collecting, organizing and evaluating data; making deductions and
reaching conclusions; and at last carefully testing the conclusions to determine whether
they fit the formulating hypothesis.
Nature of Research
It strives to be objective and logical. It is based on observable experience or empirical
evidence. It is characterized by patient and unhurried activity. It demands accurate
observations, reservations and descriptions.
It is directed towards the solution of the problem. It is carefully recorded and reported. It
requires expertise. It involves gathering new data from primary or firsthand sources or
using existing data for new purpose.
Objectives of Research
To investigate a subject. To collect data regarding the problem. To conduct logical and
objective study. To conduct a systematic enquiry of the subject. For carefully recording,
reporting and presenting the facts.
Types of Research
Fundamental Research, Empirical Research, Analytical Research, Qualitative Research,
Conceptual Research, Applied Research, Descriptive Research, Quantitative Research,
Historical Research

Research methods
The goal of the research process is to produce new knowledge or deepen understanding
of a topic or issue. This process takes three main forms (although, as previously
discussed, the boundaries between them may be obscure):

Exploratory research, which helps to identify and define a problem or question.

Constructive research, which tests theories and proposes solutions to a problem or

question.

Empirical research, which tests the feasibility of a solution using empirical

evidence.

Primary research
Using primary sources, i.e., original documents and data.
Secondary research
Using secondary sources, i.e., a synthesis of, interpretation of, or discussions about
primary sources.

There are two major research designs: qualitative research and quantitative research.
Researchers choose one of these two tracks according to the nature of the research
problem they want to observe and the research questions they aim to answer:
Qualitative research
Understanding of human behavior and the reasons that govern such behavior.
Asking a broad question and collecting word-type data that is analyzed searching
for themes. This type of research looks to describe a population without attempting
to quantifiably measure variables or look to potential relationships between
variables. It is viewed as more restrictive in testing hypotheses because it can be
expensive and time consuming, and typically limited to a single set of research
subjects. Qualitative research is often used as a method of exploratory research as
a basis for later quantitative research hypotheses.
Quantitative research
Systematic empirical investigation of quantitative properties and phenomena and
their relationships. Asking a narrow question and collecting numerical data to
analyze utilizing statistical methods. The quantitative research designs are
experimental, co relational, and survey (or descriptive). Statistics derived from
quantitative research can be used to establish the existence of associative or
causal relationships between variables.
HISTORICAL
To reconstruct the past objectively and accurately, often in relation to the tenability of a
hypothesis.
Examples
A study reconstructing practices in the teaching of spelling in the United States during
the past 50 years; tracing the history of civil rights in the United States education since
the civil war; testing the hypothesis that Francis Bacon is the real author of the works of
Shakespeare.
DESCRIPTIVE
To describe systematically a situation or area of interest factually and accurately.
Examples
Public opinion surveys, fact-finding surveys, job descriptions, surveys of the literature,
documentary analyses, anecdotal records, critical incident reports, test score analyses,
normative data, description of the type and age of computers in rural schools.
Note:Policy makers often rely on this type of research to inform their decisions.
DEVELOPMENTAL
To investigate the patterns and sequences of growth and/or change as a function of time.
Examples
A longitudinal growth study following an initial sample of 200 children from six months of
age to adulthood; a cross -sectional growth study investigating changing patterns of
intelligence by sampling groups of children at 10 different age levels; a trend study
projecting the future growth and educational needs of a community from past trends and
recent building estimates; Terman's studies of high IQ children.

CASE and FIELD

To study intensively the background, current status, and environmental interactions of a
given social unit: and individual, group, institution, or community.
Examples
The case history of a child with and above average IQ, but with severe learning
disabilities, an intensive study of a group of teenage youngsters on probation for drug
abuse; an intensive study of a gifted student who is having emotional problems.
CORRELATIONAL
To investigate the extent to which variations in one factor correspond with variations in
one or more other factors based on correlation coefficients.
Examples
To investigate relationships between reading achievement scores and one or more the
variables of interest; a factor-analytic study of several intelligence tests; a study to
predict success in college based on intercorrelation patterns between college grades and
select high school variables.
Note:Correlation does not equal causation
CAUSAL-COMPARATIVE or EX POST FACTO
To investigate possible cause-and-effect relationships by observing some existing
consequences and searching back through the data for plausible causal factors.
Examples
To identify factors related to the drop-out problem in a particular high school using data
from records over the past ten years; to investigate similarities and differences between
such groups as smokers and nonsmokers, readers and non readers, or delinquents and
no delinquents, using available data.
TRUE EXPERIMENTAL
To investigate possible cause-and-effect relationships by exposing one or more
experimental groups to one or more treatment conditions and comparing the results to
one or more control groups not receiving the treatment (random assignment being
essential).
Examples
To investigate the effectiveness of three methods of teaching reading to first grade
children using random assignments of children and teachers to groups and methods; to
investigate the effects of a specific tranquilizing drug on the learning behavior of boys
identified as hyperactive using random assignment to groups receiving three different
levels of the drug and two control groups with and without a placebo, respectively;
Solomon four-group design.
Note:Very difficult to implement due to logistical and ethical problems.
QUASI-EXPERIMENTAL
To approximate the conditions of the true experiment in a setting which does not allow
the control and or manipulations of all relevant variables. The researcher must clearly
understand what compromises exist in the internal and external validity of his design
and proceed within these limitations.
Examples

Most so-called field experiments, operational research, and even the more sophisticated
forms of action research which attempt to get at causal factors in real life settings where
only partial control is possible; e.g., an investigation of the effectiveness of any method
or treatment condition where random assignment of subjects to met6hods or conditions
is not possible.
ACTION
To develop new skills or new approaches and to solve problems with direct application to
the classroom or other applied setting.
Examples
An in-service training program to help teachers develop new skills in facilitating class
discussions; to experiment with new approaches to teaching reading to bilingual children
to develop more effective counseling techniques for underachievers.

Parts of a Research Paper

Title
Here are examples of 3 common types of titles

Question: Can PF Correction Increase Profits?

Summary: Design and Testing of a Small Power Company

2-Part: Power System Operation: How to Survive an Emergency

Abstract
The abstract is a short (about 100-500 word) summary of the entire paper. It
should include: goals and objectives, results, and conclusions. It is usually
one of the last parts of the paper to be written.
Introduction
The introduction also has three main purposes. First, it provides background and
motivation for your topic (usually includes a review of current literature on the
topic). Second, it describes the focus and purpose of the paper you are writing.
Third, it gives an overview of what is contained in the paper's various sections.
Methods/Procedure
This section describes what you did, how you did it, gives strategies, sample
calculations, diagrams and circuits, and descriptions of equipment. The goal here is
to give the reader sufficient inforamation to be able to repeat your work if desired.
(Of course some "standard techniques" can be simply referenced).
Results

This section is where you prove your point with the data. Give graphs and tables of
costs, profits, whatever your data is. Also give some description or guide to help
the reader recognize your important points.
Conclusions/Discussion
Here you state what your learned or proved. What are the "take home messages"
or major accomplishments of this work? You may also describe interesting
observations, new questions, and future work here.
Bibliography
A list of the references you used in the work & writing the paper.