PREPARING AND

EVALUATING A
RESEARCH PLAN
BY DR. MOHD ALI

PART 1:
DETERMINING RESEARCH
TOPIC THROUGH PROBLEM
STATEMENT
PART 2:

PART 1:
DETERMINING
RESEARCH TOPIC
THROUGH PROBLEM
STATEMENT

What is research?

Research is a process of steps used

to collect and analyze information
to increase ourunderstanding of a
topic or issue. At a general level,
research consists of three steps:

Pose a question.
Collect data to answer the question.
Present an answer to the question.

Research is important for three

reasons

Research Adds to Our Knowledge

Research Improves Practice
Research Informs Policy Debates

Tips to Find Research Topic

Step 1. Decide what you want to do in

your classroom / school / ....
Step 2. Find out what research has to
say.
Step 3. Decide which of the lines of
research might help you do the things
you want to do in your classroom/
school/ .....

Several Problems with

Research Today

No contribution
Issue of questionable data
Unclear statements about the intent of
the study
Lack of full disclosure of data collection
procedures
Inarticulate statements of the research
problem that drives the inquiry

One of the most challenging aspects of

conducting research is to clearly identify
the problem that leads to a need for
your study.
Individuals do not seem to give enough
attention to why they are conducting
their studies

What is a research
problem?

Research problems are the educational

issues, controversies, or concerns that
guide the need for conducting a study.

Identifying a Research
Problem

Begin a research study by identifying a

topic to studytypically an issue or
problem in education that needs to be
resolved
Identifying a research problem
consists

of specifying an issue to study,

developing a justification for studying it,
Suggesting the importance of the study for
select audiences that will read the report.

To locate the research problem in a study,

ask yourself:

What was the issue, problem, or controversy

that the researcher wanted to address?
What controversy leads to a need for this
study?
What was the concern being addressed
behind this study?
Is there a sentence like The problem
addressed in this study is . . .?

We study research problems so we can

assist policy makers when they make
decisions,help teachers and school
officials solve practical problems, and
provide researchers with a deeper
understanding of educational issues.

From a research standpoint, specifying a

research problem in your study is
important because it sets the stage for
the entire study.
Without knowing the research problem,
readers do not know why the study is
important and why they should read the
study.

A common error is stating

research problems

Poor model. The researcher intends to

identify the research problem but instead
presents it as a purpose statement: The
purpose of this study is to examine the
education of women in Third World countries.
Improved model. A revision of it as a
research problem: Women in Third World
countries are restricted from attending
universities and colleges because of the
culturally oriented, patriarchal norms of their
societies.

A common error is stating

research problems

Poor model. A researcher intends to write about

the research problem but instead identifies the
research question: The research question in this
study is What factors influence homesickness in
college students?
Improved model. An improved version as a
research problem: Homesickness is a major issue
on college campuses today. When students get
homesick, they leave school or start missing
classes, leading to student attrition or poor
achievement in classes during their first semester
of college.

Can and Should Problems Be

Researched?

Can You Gain Access to People and

Sites?
Can You Find Time, Locate Resources,
and Use Your Skills?

FIVE WAYS TO ASSESS

WHETHER YOU SHOULD
RESEARCH A PROBLEM

Study the problem if your

study will fill a gap or void in

the
literature
For existing
example, assume
that a researcher
examines the literature on the ethical
climate on college campuses and finds
that past research has examined the
perceptions of students, but not of
faculty.

Study the problem if your study replicates

a past study but examines different
participants and different research sites.

For example, past research conducted in

a liberal arts college can be tested (or
replicated) at other sites, such as a
community college or major research
university. Information from such a study
will provide new knowledge.

Study the problem if your study extends

past research or examines the topic more
thoroughly.
For example, in our illustration on ethical
climate, although research exists on
ethical climates, it now needs to be
extended to the situation in which
students take exams, because taking
exams poses many ethical dilemmas for
students.

Study the problem if your study gives

voice to people silenced, not heard

Your research adds to knowledge by

presenting the ideas and the words of
marginalized (e.g., the homeless,
women, disadvantaged, bottom billions)
individuals

Study the problem if your

study informs practice

For example, a study of ethical issues in

a college setting may lead to a new
honor code, new policies about cheating
on exams, or new approaches to
administering tests.

How to write statement of

problem?

The statement of the problem section

includes the actual research problem as well
as four other aspects:

The topic
The research problem
A justification of the importance of the problem
as found in the past research and in practice
The deficiencies in our existing knowledge about
the problem
The audiences that will benefit from a study of
the problem

The Topic

The opening sentences of a statement

of the problem section need to
encourage readers to continue reading,
to generate interest in the study, and to
provide an initial frame of reference for
understanding the entire research topic

We call it a narrative hook.

It serves the important function of
drawing the reader into a study. Good
narrative hooks have these
characteristics:

cause the reader to pay attention,

elicit emotional or attitudinal responses,
spark interest,
encourage the reader to continue reading.

The Research Problem

After stating the topic in the opening

discussion, you then narrow the topic to a
specific research problem or issue.
Recall that a research problem is an educational
issue, concern, or controversy that the
researcher investigates.
Authors may present it as a single sentence or
as a couple of short sentences.
Also, authors may frame the problem as a
deficiency in the literature, such as we know
little about the factors that lead parents to be
involved in their adolescents schooling

Justification of the
Importance of the Problem

Justifying a research problem means

presenting reasons for the importance of
studying the issue or concern.
This justification occurs in several
paragraphs in an introduction in which
you provide evidence to document the
need to study the problem.

Deficiencies in What We
Know

In the statement of the problem section, you next

need to summarize how our present state of
knowledgeboth from research and from practice
is defi cient.
Although a deficiency in the literature may be part
of the justification for a research problem, it is
useful to enumerate on several deficiencies in the
existing literature or practice.
A deficiency in the evidence means that the past
literature or practical experiences of the
researchers does not adequately address the
research problem.

For example, deficiencies in the research

may require a need to extend the
research, replicate a study, explore a
topic, lift the voices of marginalized
people, or add to practice.
A deficiency in practice means that
educators have not yet identifi ed good
and workable solutions for schools or
other educational settings.

These two factorsexplanation and

explorationprovide a standard you can
use to determine whether your research
problem is better suited for either a
quantitative or qualitative study.

PART 2:
WRITING A RESEARCH

Characteristics of a Research
Plan

A research proposal is a detailed

description of the procedures that will
be used to investigate your topic or
problem.

Obj. A.1

Characteristics of a Research
Plan

General components of a research

plan

A justification for the hypotheses or

exploration of the research problem
A detailed presentation of the steps to be
followed in conducting the study

Obj. A.1

Characteristics of a Research
Proposal

Purposes of a written research plan

Forces the researcher to think through

every aspect of the study
Facilitates the evaluation of the proposed
study
Provides detailed procedures to guide the
conduct of the study
Obj.
A.2

Characteristics of a Research
Proposal

Benefits of a written research plan

A well thought out research plan

saves

time,
provides structure to the study,
reduces the probability of costly mistakes, and
generally results in a higher quality research
study.

Obj. A.3

Quantitative Research Plans

Introduction

Three sections
Statement

of the topic
Review of the literature
Statement of the hypotheses

Statement of the topic

The

topic is identified with a discussion of the

background and rationale
Stated at the beginning of the plan

Obj. 3.2

Quantitative Research Plans

Introduction (continued)

Review of the literature

Provides

an overview of the topic and positions

the study in the context of what is known, and,
more importantly, what is not known about the
topic
Completed at the beginning of the study and
placed in the beginning of the plan

Obj. 3.2

Quantitative Research Plans

Introduction (continued)

Statement of the hypotheses

A

formal statement specifying the hypothesis,

support for expected relationships between
variables, and operational definitions of all
variables
Hypotheses in quantitative studies are usually
deductively reasoned

Obj. 3.2

Quantitative Research Plans

Method

Five major sections

Participants
Instruments
Design
Procedures
Data analyses

Participants

Identifies the characteristics of the population and

sample as well as the sampling technique used
Quantitative studies typically use large samples and
probability sampling techniques
Obj. 3.3

Quantitative Research Plans

Method (continued)

Instruments

Descriptions of the specific measures of each variable,

the technical characteristics of the instruments, and
the administration and scoring techniques
Quantitative studies typically use non-interactive
instruments

Tests
Questionnaires
Surveys

Obj. 3.3

Quantitative Research Plans

Method (continued)

Design
Descriptions

of the basic structure of the

study and the specific research design
chosen
Quantitative studies typically use highly
structured, static designs
Obj. 3.3

Quantitative Research Plans

Method (continued)

Procedures

Detailed descriptions of all the steps that will be

followed in conducting the study, assumptions, and
limitations

Gaining entry to the site

How subjects will be selected
The ways data will be collected and analyzed

Assumptions any important fact presumed to be

true but not verified
Limitations some aspect of the study that could have
a negative effect upon the results

Size of the sample

Length of the study
Obj. 3.3

Quantitative Research Plans

Method (continued)

Data analysis
Descriptions

the data

of the techniques used to analyze

Descriptive statistics statistics that summarize

data in terms of central tendency (e.g., means),
variation (e.g., standard deviations), relative
position (e.g., standard scores), or relationships
(e.g., correlations)
Inferential statistics procedures used to infer the
likelihood of the results happening in the
population rather than just the sample
Obj. 3.3 & 3.4

Quantitative Research Plans

Method (continued)

Data analysis (continued)

The

hypotheses usually determine the specific

research design which in turn influences the
specific analyses used
Quantitative studies usually focus on the
appropriate statistical procedures to analyze
numerical data

Obj. 3.3 & 3.4

Evaluation of a Research
Proposal

Informal assessment

Formal assessment

Critiques by the researcher, advisors, peers

and colleagues, etc.
Critiques by experienced researchers
Field tests
Pilot studies

Modifications based on the results of both

informal and formal evaluations
Obj. 5.1 & 5.2

Points to note when planning

your research

Resources: For example, what finance and

equipment is available?
Time available: Clarify when you need to
report, and plan your time accordingly.
Accessibility of sample: Are those you
wish to speak to likely to want to speak to
you?
Ethical issues: Show an awareness for the
sensitivities of your research subjects.

PLANNING YOUR
RESEARCH BY FRAMING
YOUR QUESTIONS

How?

Define what you want to find out.

Explain why you wish to research this
topic or area.
Establish why it is important for this
research to be carried out (for example is
the literature weak in this area? Would it
be useful for practitioners to read and
apply the result of your work?)
What data/information exists relating to
similar studies elsewhere?

PLANNING YOUR
RESEARCH BY DEVELOPING
YOUR MILESTONE

PART 3:
DOING LITERATURE
REVIEW

WHAT IS THE PURPOSE

OF DOING LITERATURE
REVIEW

Completing Chapter 2 of your thesis

Example 1

Analysis relevant past researches

www.lib.usm.my
database

Aim/objective
Research method
Number of samples and their
characteristics
Findings
Implication/suggestion

Supporting your research

Explain in details about the relevant

theory and model

Define important terminologies for your

research topic

Exhibit the evidence that you have

ample knowledge in your field

Exhibit that you are aware with the

latest the trend in your area

Exhibit that you have thought critically

about the information you have obtain
through your reading

Help you to convince the examiners that

your research has an added value

Help you to strengthen your problem

statement

Help you to build the conceptual

framework of your study

Conceptual Framework

Help you to find the instruments /

questionnaire for your research

Help you to do the discussion in Chapter

5 of your thesis

PART 4:
THEORETICAL AND
CONCEPTUAL

Issues Related with

Research

Lack a clear, integrated, and relevant

framework of ideas that explain the
researchers understanding of the topic
or problem they are studying and its
importance and justifies how they are
approaching it

Issues Related with

Research

Lack of theoretical framework

Needs more literature review
Conceptual framework represented by
elegant flowcharts but divorced from
their discussion of the literature and
research methods

What is conceptual
framework?

Relevant theoretical literature

Empirical findings of prior research
Researchers own experiential
knowledge, beliefs, commitments and
values

Misconception about
Conceptual Framework

It is not something ready made in the

literature
Fit into a single theory, ignoring places
where this theory distorts or ignores
important aspects of the problem or
phenomenon studies
Cause reality is always more complex
than any theory!

Misconception about
Conceptual Framework

Is not something that you construct

before beginning you research then
leaved unchanged, as a fixed
foundation for your methods and
analysis

Activity 1

Identify the phenomenon to be studied

Justify why you want to study the
phenomenon
Brainstorming the research question
Where to begin to answer the research
question?
How do you want to collect the data?
How do you want to analyse the data?

In working through these questions, you

have constructed a conceptual
framework

What you want to study

Why it matters
How to go about studying it

Definition of Conceptual
Framework

A way of linking all of the elements of

the research process: researcher
disposition, interest, and positionality;
literature, and theory and methods
Developing conceptual framework forces
the researcher to be selective, to
prioritize variables, and to discern
specific relationships within the research

Definition of Conceptual
Framework

Conceptual framework is something that

is constructed, not found
It incorporates pieces that are borrowed
from elsewhere, but the structure, the
overall coherence is something that the
researcher build, not something that
exist ready made

Definition of Theoritical
Framework

A structure composed of parts framed

together , esp. one designed for inclosing
or supporting anything; a frame or skeleton
That parts are theories; the thing that is
being supported is the relationships
embedded in the conceptual framework
Theoritical frameworks may either be
borrowed from other research or fashion by
the researcher for the purpose of the study
at hand

Topical Research

Allows the researcher to survey what is

known about a given topic, how that
topic has been investigated
The goal is not to find published work
that supports your point of view; rather,
it is to find rigorous work that helps
shape it

Difference between topical

research and theoritical

framework
Formal theory emerges from empirical

work
Empirical research is frequently used to
test and or apply formal theory
Both have different functions within a
conceptual framework
Topical research describes the what of
the study, while theoritical frameworks
clarify the why and the how

WHAT IS THE
DIFFERENCE BETWEEN
THEORY, CONCEPTUAL
FRAMEWORK AND

ACTIVITY 2:
WHAT IS THEORY?

A scenario related with the

meaning of theory

Picture yourself in a room, looking at a

page upon which you have drawn two
boxes, the first labeled X, the second Y.
There is a line connecting the two boxes.
That line represents a relationship of
some sort.

BASED ON THE
SCENARIO, WHAT IS
THEORY?

Theory can be causal

Theory can be interpretive

Theory can be causal

Theory can be causal, as would be the

case if X represented smoking and Y
represented lung cancer

Theory can be interpretive

Suppose X represented race and Y

denoted identity
Here, we dont say race causes identity
But, we can say that it is an expression
or function of it
For example, the meaning of race is
somehow shaped by identity

Irrespective of the type of relationship

between X and Y, all of these theories
are logical assembly of conceptual
pieces (Morse, 2004)

The hierarchy

Begins with sensations

Give names to them (concepts)
Then, they are grouped (constructs)
Then, related to one another
(propositions)
Finally ordered logically (theory)

Theory

Theory attempts to explain why things

work the way that they do, and that it
usually does so by way of identifying and
examining relationships among things
(Maxwell, 2005; Strauss, 1995)

Types of Theory

Substantive theories focused on specific

content rather than just relationships
Formal theories- substantive theories that
have achieved a level of generalizability
Tacit theories- referring to personally held
ideas about how things work
Formal theories- established theory as
found in the research literature

Theory can be identified along a

continuum that extends from formal
theory to any general set ideas that
guide action (Schram, 2003)
So, when a professor tells you that work
lacks a theoritical framework, she/he
could be referring to any domains of
theory described above

Theory can have different meanings

from scholars from different fields, and
so do literature review

WHAT IS LITERATURE
REVIEW?

A common metaphor to describe the

literature review as a conversation
If a literature review is a conversation among
scholars, is the student/author a participant
in the conversation or an observer?
If the student is a participant, how much he
allowed to talk back?
Is his role to sit at the table, and nod
solemnly, or is he free to engage with what
he sees as problematic assumptions or
ideas?

THERE IS NO
CONSENSUS ABOUT
WHAT A LITERATURE
REVIEW IS

Literature reviews are generally defined

in one of two ways

A comprehensive synthesize of all of the

research literature about a specific topic
A discussion of research literature related
to ones topic

Purpose of literature
reviews

The expansion of knowledge; it therefore

stands to reason that new research
should embark from the point up to
which a topic or question is well defined
or understood
Building on anothers work- Generavity
(Shulman, 1999)

Purpose of literature review

Summarize and synthesize existing

literature in ways that allow for new
perspective to emerge
Create new understandings, articulate
what next questions a study must ask
and why a proposed study is important
to the field, and make argument for its
own methods as well

If we simplify those
purposes

We can say that in order to thoroughly

review the literature, the researcher
must
1.

2.

3.

Understand the conversation already

happening
Figure out how to add to this
conversation, and
Identify the best means if doing so
theoritically and methodologically

Issues faced by students when

doing literature review

Focus heavily on finding out what is known

about a given topic, and much less about
design and methodology
The literature review as more of a product
than a process
Artificial separation of the literature review
from other structural elements of the
dissertation such as Statement of the
Problem, Conceptual Framework,
Theoritical Framework

DEVELOPING A
CONCEPTUAL
FRAMEWORK

There is no single right way to build a

conceptual framework
It is the role of researchers judgment in
making decisions in ambiguous
circumstances
It is a matter of developing and refining
the conceptual framework

Activity 3:
Reflexive Engagement

Think iteratively about the connections

between our interest and values, what
we are learning in the field, what we
want find, and what tell us about the
topic or phenomenon we are trying to
understand

ACTIVITY 4:
STARTING POINT FOR A
CONCEPTUAL
FRAMEWORK

First starting point

Tell the origins of the research interest

Remember! How technical and complex
the work of research becomes, it is also
fundamentally human

Nakkula & Ravitch (1998)

Research is not neutral or apolotical; it

does not happen in vacuum, but rather
shaped and influenced by sets of broader
contexts ranging from the personal to the
political, social ad institutional
All researches are informed by personal
biases, presuppositions, and assumptions,
these must be carefully uncovered and
critically engaged in order for research to
be authentic and trusworthy as possible

Second starting point

Identify the audience

Assume something about the
audience/reader
You are doing an academic
exercise/work, thus assume that the
typical reader is academically oriented
and likely somewhat familiar with and
interested in their field

What to do next?

Research is dynamic, not static

The more expert we become in a topic, the
more nuanced our view becomes, the
more we expose ourselves to findings that
challenged and raise question about our
assumptions
A good conceptual framework provides a
clearly articulated reference point from
which we can observed, and make sense
of these changes as they unfold

Previously, we have already established

our own starting points and the opened
ourselves to be influenced by others

THE CONVERSATION:
FROM LISTENING TO
SPEAKING

Just as theory shapes our work, what we

learn through research leads us to revisit
and reconsider established theory
Our job is not only to draw on theory but
also to engage with and critique it

You should not simply enter the

conversation and the withdraw.
Rather, it is vital to remain fully
engaged, interjecting your voice where
you see it as needed or appropriate

EXERCISES TO DEVELOP
CONCEPTUAL
FRAMEWORKS

EXERCISE 1:
IDENTIFY YOUR
INTERESTS, BELIEFS
AND MOTIVATIONS FOR

Answer these questions

What is interesting to me and why?

What personal and professional motivations
do I have in engaging in this research? How
might these motivations influence how I
think about and approach the topic?
What are my beliefs about the people,
places, and ideas involved in and related
with my study? Where do these beliefs come
from?
What concerns, hopes, and expectations do I
have for this research?

EXERCISE 2:
EXAMINE THE
CONVERSATIONS
ALREADY HAPPENING

The following questions relate to how

your proposed research fits into the
landscape of what is already known
about that topic, phenomenon, and
population

Answer these questions

What are the major conversations in the

field or the field that form the context for
my research topic and questions?
What are some major arguments and
positions in these fields?
What do I think about the various
strands of these conversations?
What is the next critical set of questions
to ask within these fields?

Answer these questions

Is the next set of questions about theory

testing? Is it to contribute to a field or
fields by studying something already
researched with new methods or in a new
setting?
What do I hope to contribute to these
conversations?
How do I intend to include these various
conversations in my examination of the
existing literature?

Answer these questions

How do I conceptualize and position my

research in relation to the conversations
already happening? And why I am
making these choices?
What methodological strenght and
weakness of the work that has already
been done? How have methodological
trends influenced what is known about
this topic?

EXERCISE 3:
QUESTIONS FOR
REFINING THE
CONCEPTUAL

Answer these questions

Is my conceptual framework limiting or

shading my view of my setting,
participants, or data? If so, in what ways?
How does what I am learning from my data
inform or push back on elements of my
conceptual framework?
To what extend are the assumptions I made
in the design phase about what was
important or relevant to my study
supported by my data?

Answer these questions

What blind spots might I have

overlooked?
What alternative interpretations or
explanations exist for what I see in the
data?
What other kinds of data might I need to
be able to more fully respond to my
research questions?

CONCEPT MAPS

Concept Map

It can be a tool to develop conceptual

frameworks
From the conceptual framework point of
view, a concept map is a visual display of
that theory- a picture of what the theory
says is going on with the phenomenon
you are studying (Maxwell, 2005)
Forcing you to represent relationships
visually as well as in narrative form

Concept Map

However, please do not focused too

much on the concept map by ignoring
the value of developing the conceptual
framework
When they become an end unto
themselves- they become viewed as
product rather than a process

Conclusion

A good conceptual framework is a well

articulated conceptual framework
A well articulated conceptual framework
serve the rigor and reason for your
research

Is your conceptual framework

is a well articulated conceptual

framework?
Does it drive you to articulate reasons

for doing research you choose to do?

Doe

Reason without rigor is editorializing

Rigor without reason is irrelevant
Thus, conceptual framework will provide
what you have to say, how clearly you
can say it, the strenght of your argument
and the evidence that supports it

YOUR COURSEWORK:
RESEARCH PROPOSAL
(30%)

The proposal contains

Chap 1: Introduction (5-10 pages)

Chapter 2: Review of Literature (5-10
pages)
Chapter 3: Research Methodology (5-10
pages)

Chapter 1: Introduction

1.0 Introduction
1.1 Research background
1.2 Problem statement
1.3 Research objectives
1.4 Research question
1.5 Research hypothesis (for quantitative
research method only)

Chapter 1: Introduction

1.6 Rationale of the study

1.7 Significant of the study
1.8 Conceptual/ theoritical framework
(you need to explain, dont just draw
diagram, relate with the theory, the
good conceptual framework able to
represent the whole proposal)
1.9 Definition of terms
1.10 Summary

Chapter 2: Literature review

2.0 Introduction
2.1 1st research variable / theme
2.2 2nd research variable / theme
2.3 3rd research variable
and so on
Dont write literature review like a note,
you must analyse, synthesize, critisize,
compare, contrast the past researches

Chapter 3: Research
method

Introduction
Research design
Sampling
Instrumentation
Research phase
Data Analysis
Summary

Writing a research proposal is not a last

minute job
You have to do it consistently starting
from the first tutorial
Chapter 1 must be aligned with Chapter
2 and 3

No spoon feeding for post graduate

students
You must be independent and try to
transform yourself to be more
independent in this course before you
register PLG 598
Doing research and writing thesis are in
favor for those who are independent
learners

You probably plagiarize other

thesis when

You unable to defend and explain more

than what you have written in your
research proposal
Your writing for different section in your
research proposal has different styles
and patterns