CHAPTER ONEWHAT IS RESEARCH REPORT WRITING

i. NURSYAMILA BINTI SULAIMAN 0952141ii. NURUL FARAH AIN BINTI MOHD FADZIL 0962139iii. QUZAITUL IZZATI BINTI HISHAM 0952108iv. HAYATUL HUSNA BINTI HASSAN 0952114v. FARAH AINAA BINTI ABD.LATIFF 0952112

DEFINITION

• Research includes any gathering of data, information and facts for the advancement of knowledge.

Implying that the process :

Is being undertaken within a framework of a set of philosophies.

Use

Is designed to be unbiased and objective.

Have been tested for their ‘realibility’ and ‘validaty’!!

i) Procedures

ii) Methods

iii) Techniques

reliability

Quality of a measurement procedure

validity

Ensures correct procedures have been applied in finding answers for the questions.

Unbiased and objective

i) Have taken each stepii) Drawn each conclusion to the best of your

conclusion without your own vested interest.

The paradigms in research

• Your philosophical orientation may stem from one of the two paradigms in research.

1)Positivism2)Naturalism

• How the natural sciences approach the physical world,

i.e. combining mainly deductive logic with empirical and predominantly quantitative methods in order to seek generally applying regularities.

Positivism

Predominantly : mostly or mainlyEmpirical : based on experience

• Assumes only the existence of a social world external to the researcher which can be accessed through the sense and research.

Naturalism

A process for collecting ,

analysing and interpreting

information to answer questions

.

CHARACTERISTICS OF RESEARCH

1. Controlled

2. Rigorous

3. Systematic

4. Valid and verifiable

5. Empirical

6. Critical

1. Controlled

In research process, we find out about the “cause and effect

relationships” . And it is important to be able to link the effects with the

causes and vice versa.

2. Rigorous (be careful)

Must be extremely careful in ensuring that the procedures followed to find

answers to the questions are ;

i- relevantii-appropiateIii-justified

3. Systematic

The procedures adopted to undertake

an investigation folllow a certain

logical sequence.

4. Valid and verifiable

Whatever you conclude on the basis of

your findings is correct and can be

verified by you and others.

5. Empirical

Means that , any conclusions drawn

are based upon hard evidence

gathered from information collected

from real life experiences or

observation.

6. Critical

Critical scrutiny of the procedures used and the methods employed, is crucial

to a research inquiry .

The process of investigation must be foolproof and free from any

drawbacks.

HOW TO CONDUCT A RESEARCH??

An Eight-step Model

Formulating a research problem

Conceptualizing a research design

Constructing an instrument for data

collection

Selecting a sample

Writing a research proposal

Collecting data

Processing data

Writing a research

report

• Formulating a research problem is the most important step in research process.

• The more specific and clear you are the better.

• It is equally important to identify any gaps in your knowledge of relevant input such as statistic, required for analysis.

• It is the use of scientific methods.• A research design should include:

The study design perse & the logistical arrangements

The measurements procedures & the sampling

strategy

The frame of analysis

The time frame

• Anything that becomes a means of collecting information for you research is called a ‘research tools’ or ‘research instrument’.

• For example :Observation formInterview schedulesQuestionnaires

• The accuracy of your estimates largely depends upon the way you select your sample.

• The basic objective of any sampling design:

To minimize within the

limitations of cost

To minimize the gap

between the values

obtained from your sample

To minimize those

prevalent in the population

• Research proposal should contain:

A statement of the objectives of the study

A list hypothesis ,if

you are testing any

The study design you are proposing to

use

The setting for your study

The research tools you are planning to

use

Information on sample size &

sampling design

Information on data processing

procedures

An outline of proposed

chapters for the report

The study problems & limitations

The proposed

time frame

• After all the steps, next collect the data from which you will draw inferences & conclusion for your study.

• For example:Commence interviewsMail out a questionnaire

• The way you analyze the information you collected largely depends upon 2 things:

The type of information

The way you want to write your

report

The way to analyze the information

• This report inform the world of what you have done, what have you discovered, what conclusions you have drawn for your finding.

• Your report should be written in a academic style(APA style), be divided into difference chapters based upon the main themes of your study.

TYPES OF RESEARCH

TYPES OF RESEARCH

QUALITATIVE QUANTITATIVE

QUALITATIVE

• Purpose of the study is to describe a :

• Situation information is gathered• Phenomenon through the use of • Problem/event variables measured

(nominal/ordinal)• aims at understanding. It answers primarily to

‘how?’ –questions.

• Examples :

Description of an observed situation.The historical enumeration of events.An account of the different opinions people have

about an issue.A description of the living conditions of the

community

QUANTITATIVE• You want to quantify :

• the variation in a phenomenon, situation, problem/issue

• If the analysis is geared to ascertain the magnitude of the variation.

• aims at (causal) explanation. It answers primarily to why? –questions.

• You want to know “how many” and/or “how often”

• You want to profile a target audience by determining what proportion of the audience has certain behaviors, behavioral intentions, attitudes, knowledge related, and whether specific determinants predict behaviors at a statistically significant level.

• Examples :

How many people have particular problem?How many people hold a particular attitude?

QUICK REVIEW!!

QUALITATIVE

aims at understanding. It answers primarily to

‘how?’ –questions.

Methods include focus groups, in-depth

interviews, and reviews

More subjective: describes a problem or

condition from the point of view of those experiencing it

QUANTITATIVE

aims at (causal) explanation. It answers

primarily to why? –questions.

surveys

More objective: provides observed effects (interpreted by

researchers) of a program on a problem or condition

QUALITATIVE

Data is in the form of words, pictures or objects.

(Text-based)

Can be valid and reliable: largely depends on skill

and rigor of the researcher

QUANTITATIVE

Data is in the form of numbers and statistics.

(Number-based)

Can be valid and reliable: largely depends on the measurement device or

instrument used

ACTION RESEARCH

• DEFINITION• PURPOSES• THE NEED

• WHAT ACTION RESEARCH IS NOT• ACTION RESEARCH CYCLE

• GOLDEN RULES FOR SELECTING A TOPIC

ACTION RESEARCH• The linking of the terms

“action” and “research” highlights the essential features of this method: trying out ideas in practice as a means of increasing knowledge about or improving curriculum, teaching, and learning

(Kemmis & McTaggart, 1988)

PURPOSE OF ACTION RESEARCH

To bring about the development of the

practice of the educators by analysing existing

practice and identifying elements for change

To help educators feel in control of their own

professional situation.

Schoolbased curriculum development, professional

development, systems planning, school

restructuring, and as an evaluative tool.

To enhance educators development through the

fostering of their capability as knowledge makers, rather than simply as

knowledge users

THE NEED FOR ACTION RESEARCHTo develop a deeper

understanding of classroom practice as basis for change

An alternative to teachers who have been encouraged to look to

others, rather than to themselves and their students,

for ways to help students improve their quality of learning

For educator to better understand the aspect of his/her teaching that is of

interests or concerns

Done by teachers to study the weakness in their own

teaching in order to improve it

WHAT ACTION RESEARCH IS NOT• It is not the usual things teachers do

when they think about their teaching. Action Research is systematic and involves collecting evidence on which to base rigorous reflection.

• It is not just problem-solving. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.

• It is not research on other people. Action Research does not treat people as objects.

• It is not the scientific method applied to teaching. Action Research is not about hypothesis-testing or about using data to come to conclusions. It is concerned with changing situations, not just interpreting them.

ACTION RESEARCH CYCLE: OBSERVE, REFLECT, PLAN AND ACT

•the issue or problem is monitored and described. Useful data is recorded and kept.

Observation phase

•observations are interpreted and shared so that the issue or problem can be better understood.

Reflection phase

•actions are proposed to address the issue or problem

Planning phase

Action phase the plan is implemented and the cycle starts again as outcomes are observed, recorded, and shared

GOLDEN RULES FOR SELECTING A TOPICKeep it

manageable – focus on small

scale.It should be

interesting to you – you may need some perseverance to see the inquiry through!

It should be workable

It is not too disruptive of normal routines. (Important here to think

not just of your own, but others’ that your actions might affect).

• Research is one way of collecting & understanding information and finding answer to your questions.

• The differences between research and other ways is that research you works within a framework of a set of philosophies, use methods that have been tested validity & reliability, attempt to unbiased & objectives.

CONCLUSION

REFERENCES• How to Conduct Research, Retrieved 6 March, 2011,

fromhttp://www.ehow.com/how_2053926_do-research.• Ways to conduct accurate research, Retrieved 6March,2011, from http://www.freelancewritinggigs.com• Action research? Anyone can!, Retrieved 6 March, 2011, from drjj.uitm.edu.my/DRJJ/MATRIC2010/20 Anyone• Themes in Education. Action Research, Retrieved 6 March , 2011, from www.alliance.brown.edu/pubs/themes_ad/act research pdf• Quantitative Methods, Retrieved 6 March, 2011, fromhttp://www.orau.gov/cdcynergy/demo/Content/activeinformation/tools/

toolscontent/quantiativemethods.htm• Qualitative versus Quantitative, Retrieved 6 March, 2011, fromhttp://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html• Key concepts in social research, Retrieved 6 March,2011From http://srmo.sagepub.com/view/key-concepts-in-social-research/n36.xml

Let’s do some activities !!!