Meaning of Research

Research is defined as the scientific investigation of

phenomena which includes collection, presentation, analysis
and interpretation of facts that lines an individuals
speculation with reality.
Characteristics of Research
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Empirical. Research is based on direct experience or

observation by the researcher.
Logical. Research is based on valid procedures and principles.
Cyclical. Research is a cyclical process because it starts with
a problem and ends with a problem.
Analytical. Research utilizes proven analytical procedures in
gathering the data, whether historical, descriptive, and
experimental and case study.
Critical. Research exhibits careful and precise judgment.
Methodical. Research is conducted in a methodical manner
without bias using systematic method and procedures.
Replicability. The research design and procedures are
replicated or repeated to enable the researcher to arrive at
valid and conclusive results.

Qualities of a Good Researcher

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Research-oriented
Efficient
Scientific
Effective
Active
Resourceful
Creative
Honest
Economical
Religious

Characteristics of the Researcher

1. Intellectual Curiosity. A researcher undertakes a deep
thinking and inquiry of the things, and situations around him.

2. Prudence. The researcher is careful to conduct his research

study at the right time and at the right place wisely,
efficiently, and economically.
3. Healthy Criticism. The researcher is always doubtful as to
the truthfulness of the results.
4. Intellectual Honesty. An intelligent researcher is honest to
collect or gather data or facts in order to arrive at honest
results.
5. Intellectual Creativity A productive and resourceful
investigator always creates new researches.
Values of Research to Man
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Research improves the quality of life.

Research improves instruction.
Research improves students achievement.
Research improves teachers competence.
Research satisfies mans needs.
Research reduces the burden of work.
Research has deep-seated psychological aspects.
Research improves the exportation of food products.
Research responds to the economic recovery and austerity
measure
of the country.
10.
Research trains graduates to become responsive to the
economic
development of the country and to compete globally.
1.

Types of Research
Basic Research. This is also called as fundamental
research or pure research. It seeks to discover basic truths
or principles.
Examples:
Boyles Law
Charles Law
Archimedes Principle
Hookes Law
Newtons Law

2. Applied Research. This type of research involves seeking new

applications of scientific knowledge to the solution of a
problem, such as a development of a new system or

procedure, new device, or new method in order to solve the

problem.
3. Developmental Research. This is a decision-oriented research
involving the application of the steps of the scientific method
in response to an immediate need to improve existing
practices.
Classification of Research
1. Library Research. This is done in the library where answers
to specific questions or problems of the study are available.
2. Field Research. Here, research is conducted in a natural
setting.
3. Laboratory Research. The research is conducted in artificial or
controlled conditions by isolating the study in a thoroughly
specified and equipped area. The purposes are:
(1) to test hypotheses derived from theory,
(2) to control variance under research conditions, and
(3) to discover the relations between the dependent and the
independent.
Components of the Research Process
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Problem/ Objectives
Hypotheses
Theoretical/ Conceptual Framework
Assumptions
Review of Related Literature
Research Design
Data Collection
Data Processing and Statistical Treatment
Analysis and Interpretation
Summary, Conclusions and Recommendations
ETHICS OF RESEARCH
1. PRINCIPLE ONE - Minimizing the Risk of Harm

Thesis research should not harm participants. Where there is

the possibility that participants could be harmed or put in a
position of discomfort, there must be strong justifications for
this. Such scenarios will also require:
(a) additional planning to illustrate how participant harm (or
discomfort) will be reduced,
(b) informed consent, and
(c) detailed debriefing.
There are a number of types of harm that participants can be
subjected to. These include:
Physical harm to participants.
Psychological distress and discomfort.
Social disadvantage.
Typically, it is not harm that we need to think about since a
researcher does not intentionally go out to cause harm.
Rather, it is the risk of harm that you should try to minimize.
2. PRINCIPLE TWO - Obtaining Informed Consent
One of the foundations of research ethics is the idea
of informed consent. Simply put, informed consent means
that participants should understand that:
(a) they are taking part in research and
(b) what the research requires of them.

Such information may include the purpose of the research,

the methods being used, the possible outcomes of the
research, as well as associated demands, discomforts,
inconveniences and risks that the participants may face.
Whilst is it not possible to know exactly what information a
potential participant would (or would not) want to know, you
should aim not to leave out any material information; that is,

information that you feel would influence whether consent

would (or would not) be granted.
Another component of informed consent is the principle that
participants should be volunteers, taking part without having
been coerced and deceived. Where informed consent cannot
be obtained from participants, you must explain why this is
the case. You should also be aware that there are instances
informed consent is not necessarily needed or needs to be
relaxed.

during the publication process (i.e., when submitting your

dissertation to be marked). However, this does not mean that
all data collected from research participants needs to be kept
confidential or anonymous. It may be possible to disclose the
identity and views of individuals at various stages of the
research process (from data collection through to publication
of your dissertation). Nonetheless, permissions should be
sought before such confidential information is disclosed.
4. PRINCIPLE FOUR - Avoiding Deceptive Practices
At first sight, deceptive practices fly in the face of informed
consent. After all, how can participants know:
(a) that they are taking part in research and
(b) what the research requires of them if they are
being deceived?

3. PRINCIPLE THREE- Protecting Anonymity and

Confidentiality
Protecting the anonymity and confidentiality of research
participants is another practical component of research
ethics. After all, participants will typically only be willing
to volunteer information, especially information of a private
or sensitive nature, if the researcher agrees to hold such
information in confidence. Whilst it is possible that research
participants may be hurt in some way if the data collection
methods used are somehow insensitive, there is perhaps a
greater danger that harm can be caused once data has been
collected. This occurs when data is not treated confidentially,
whether in terms of the storage of data, its analysis, or

This is part of what makes the use of deceptive practices

controversial. For this reason, in most circumstances,
research should avoid any kinds of deceptive practices.
However, this is not always the case.
Deception is sometimes a necessary component of covert
research, which can be justified in some cases. Covert
research reflects research where:
(a) the identity of the observer and/or
(b) the purpose of the research is not known to participants.

Cases where you may choose to engage in covert research

may include instances where:

It is not feasible to let everyone in a particular

research setting know what you are doing.

Overt observation or knowledge of the purpose of the

research may alter the particular phenomenon that is
being studied.

Let's take each of these in turn:

5. PRINCIPLE FIVE - Providing the Right to Withdraw

With the exception of those instances of covert observation
where is not feasible to let everyone that is being observed
know what you are doing, research participants should
always have the right to withdraw from the research process.
Furthermore, participants should have the right to withdraw
at any stage in the research process. When a participant
chooses to withdraw from the research process, they should
not be pressured or coerced in any way to try and stop them
from withdrawing.

It is not feasible to let everyone in a particular research

setting know what you are doing
By feasibility, we are not talking about the cost of doing
research. Instead, we mean that it is not practically possible
to let everyone in a particular research setting know what
you are doing. This is most likely to be the case where
research involves observation, rather than direct contact with
participants, especially in a public or online setting. There are
a number of obvious instances where this may be the case:

Observing what users are doing in an Internet chat

room.

Observing individuals going about their business (e.g.,

shopping, going to work, etc.).

Clearly, in these cases, where individuals are coming and

going, it may simply be impossible to let everyone known
what you are doing. You may not be intentionally trying to
engage in deceptive practices, but clearly participants
are not giving you their informed consent.

QUALITATIVE RESEARCH METHOD

Methods include focus groups, in-depth interviews, and

reviews of documents for types of themes;

Primarily inductive process used to formulate theory or

hypotheses;

More subjective: describes a problem or condition from

the point of view of those experiencing;

Text-based;

More in-depth information on a few cases;

Unstructured or semi-structured response options;

No statistical tests;

Can be valid and reliable: largely depends on skill and

rigor of the researcher;

Time expenditure lighter on the planning end and

heavier during the analysis phase;

Less generalizable

Statistical tests are used for analysis;

Can be valid and reliable: largely depends on the

measurement device or instrument used;

Time expenditure heavier on the planning phase and

lighter on the analysis phase;

More generalizable

QUANTITATIVE RESEARCH METHOD

Surveys, structured interviews & observations, and

reviews of records or documents for numeric
information;

Primarily deductive process used to test pre-specified

concepts, constructs, and hypotheses that make up a
theory;

More objective: provides observed effects (interpreted

by researchers) of a program on a problem or
condition;

Number-based;

Less in-depth but more breadth of information across a

large number of cases;

Fixed response options;

QUALITATIVE RESEARCH
Qualitative Research is primarily exploratory research. It is
used to gain an understanding of underlying reasons,
opinions, and motivations. It provides insights into the
problem or helps to develop ideas or hypotheses for potential
quantitative research. Qualitative Research is also used to
uncover trends in thought and opinions, and dive deeper into
the problem. Qualitative data collection methods vary using
unstructured or semi-structured techniques. Some common
methods include focus groups (group discussions), individual
interviews, and participation/observations. The sample size is
typically small, and respondents are selected to fulfill a given
quota.
Qualitative research methods originated in the social and
behavioral sciences: sociology, anthropology and psychology.
Today, qualitative methods in the field of marketing research
include in-depth interviews with individuals, group
discussions (from two to ten participants is typical); diary and
journal exercises; and in-context observations. Sessions may
be conducted in person, by telephone, via videoconferencing
and via the Internet.

bigger picture.
ADVANTAGES OF QUALITATIVE RESEARCH
Issues and subjects covered can be evaluated in depth and
in detail.
Interviews are not limited to particular questions and can
be
redirected or guided by researchers in real time.
The direction and framework of research can be revised
quickly as
soon as fresh information and findings emerge.
The data in qualitative research depends on human
experience and
this is more compelling and powerful than data gathered
through
quantitative research.
Complexities and subtleties about the subjects of the
research or
the topic covered is usually missed by many positivistic
inquiries.
Data is usually gathered from few individuals or cases
therefore
findings and outcomes cannot be spread to larger
populations.
However, findings can be transferred to another setting.
With this type of research, the researcher has a clear vision
on what
to expect. They collect data in a genuine effort of plugging
data to

DISADVANTAGES OF QUALITATIVE RESEARCH

Qualitative research displays its own strengths however, this

is also associated with some disadvantages and these
include the following:
The quality of research is heavily dependent on the skills of
the
researcher and can be easily influenced by personal
idiosyncrasies
and biases of researchers.
Rigidity is more difficult to assess, demonstrate and
maintain.
The quantity of data makes interpretation and analysis
timeconsuming.
Qualitative research is sometimes not accepted and
understood
especially within scientific communities.
The presence of researcher in the process of data gathering
is
unavoidable and can therefore affect or influence the
responses of
subjects.
Issues on confidentiality and anonymity can pose problems
during

presentation of findings.
Findings can be time consuming and difficult to present in
visual
ways.
5 Types of Qualitative Methods
1. Narrative: This approach to inquiry retells someones
story across time. It explores what the story means and
the lessons to be learned. An example may be to study
the life of General Colin Powell.
2. Phenomenology: The goal of phenomenological
research is to describe participants experiences in a
specific context and understand a phenomenon. For
example, what is it like to be homeless in Los Angeles,
California?

3. Grounded Theory: This type of qualitative approach

investigates a process, action, or interaction with the
goal of developing a theory. To illustrate, a colleague of
mine is observing the dyad relationship between a CEO
and an executive business coach across cultures.
4. Ethnography: The mainstay of early culture
anthropologists, ethnography is an in-depth description
of a people group done through immersed participant
observation and recorded in the vernacular of the host
society. An ethnographic study may look at the Cree
people of Western Canada.
5. Case Study: The most common type of qualitative
research, case study looks at episodic events in a
definable framework bounded by time and setting. The
overall purpose is generally to explain how. An
example of a case study may be how the Durand Line
Agreement established the political boundary between
the nations of Afghanistan and Pakistan in the 1890s.