How to do your research presentation

Research Methods IRE2002Y

Radhakrishnan

Two elements of your research presentation

• Content

• Form

Content of your research presentation

• Explain the logic of your Hypothesis

• Describe how you tested your Hypothesis

• Make logical inferences from research on your hypothesis

• Why the variables in your hypothesis are related

OR

• Why the variables in your hypothesis are not related

Explaining the logic for/against your hypothesis

How to explain why two things are related

1.Create a good general impression

2.Conceptualize parts

• Create a good general impression via graphic or model

1st step to explaining why two things are related

Extraversion NV Skills+

Extraversion is related to non verbal skills

How to explain why two things are related

1.√ Creating a good general impression

2.Conceptualize parts

• Break down process/conceptualize parts– Give brief definition of each variable to

illustrate how they are connected– Illustrate an example of the process

• Cite empirical research

2nd step to explaining why two things are related

Example: Brief definition & breaking down the process

• Non-verbal Skills – E.g., Ability to perceive & interpret emotions

accurately

• Examples– e.g., ability to decode/encode

• tone of voice, • eye contact, • facial expressions

Example brief definition of first variable

cite previous research on measurement here

• Extraversion– tendency to be frank, talkative, fun loving,

sociable across different types of situations & time

• Example items (from Goldberg IPIP)

– I am interested in people – I start conversations– I talk to a lot of different people at parties – I don't talk a lot.

Example brief definition of second variable

Extraversion Social experiences+ NV Skills

+

Extraverts have better non verbal skills because they have more social experiences

Cite previous empirical/theoretical research on hypothesis here

Social experiences

Practice old skills

Develop newSkills

+

+

More social experiences helps practice old skills or develop new skills

Cite previous empirical/theoretical research on hypothesis here

Extraversion Social experiences

Practice old skills

NV Skills

Develop newSkills

+

+

++

+

• Extraverts have more social experiences which help them practice old skills or develop new skills which in turn improves NV skills

Cite previous empirical/theoretical research on hypothesis here

Example of how to break down the process by giving an

illustration of the process by using an empirical study

Goal Specificity & DifficultyPerformance

Specific & difficult goals improve performance

Cite previous empirical/theoretical research on hypothesis here

Type of Goal

Specific & Difficult Goal

“Do your best” Goal

Performance High Low

• Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups

Describing the empirical Study (XX ??) demonstrating how specific & difficult

goals improve performance

• Explaining how the research illustrates the relation between specific & difficult goals & performance

Do your bestgoals

•No external standard for Performance•Performance defined individually

Specific & Difficult Goals

Clear performance standard

Low Performance

Hi Performance

Cite previous empirical/theoretical research on hypothesis here

• √ Why are the variables in your hypothesis are related

OR

• Why are the variables in your hypothesis not related

Explaining the logic for/against your hypothesis

1. State relation/hypothesis

2. Identify reason for why variables are believed to be related

3. Identify limitations of reasoning for hypothesis

4. Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence

How to explain why variables are not related

• State Hypothesis verbally & graphically– e.g., Participation results in more difficult goals

(cite previous empirical research here)

1st step to explain why variables are not related

Type of Goal

No Participation Easy

Participation Difficult

• Identify reason for why variables are related

– Participation results in more difficult goals being set because supervisors do not know the abilities of subordinates (cite author of logic)

2nd step to explain why variables are not related

Difficult goalsParticipation

Easy goalsNo Participation

Subordinate knows ownAbility

Supervisor does not know Subordinate Ability

Assumption of the original Hypothesis

=

=

Cite researcher who questions assumption here

• Demonstrate limitations of reason behind why variables are related

– Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals

3rd step to explain why variables are not related

Cite researcher who questions assumption here

3. Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence

– When supervisors know the abilities of subordinates, participation does not result in more difficult goals as shown in results of study x conducted by xx in xx....

3rd step to explain why variables are not related

Easy goalsNo Participation

Difficult goalsNo Participation

Supervisor does not know Subordinate Ability

Supervisor knows Subordinate Ability

Explaining the reason for the counter Hypothesis

=

=

Does Supervisor Know Subordinate Ability

Yes No

No Participation Difficult Easy

Participation Difficult Difficult

• Describing how the empirical research (xx, ??) supports the counter hypothesis

What we covered so far...what’s next

√ Your Hypothesis

Describe how you tested your Hypothesis

Inferences from research on your hypothesis

• Method – Participants– Measures – Procedure

• Results – Describe Data analytic techniques used– Graphs/Tables of results obtained

• explain how they support/do not support the hypothesis

Describe how you tested your Hypothesis

Example Description of Participantsfrom Convenience Store Study

Who was observed in each

store

• 1319 clerks– Mostly urban

stores– 44% male clerks

Descriptive title of the type of participants

Sample size, relevant demographic characteristics with frequencies/mean info where possible

Response Rate

of Participants• 74% of women

participating in a women-only leadership development program

Descriptive title of the feature of the sample

Demographic Characteristics of Participants

• Average Age=40 – Range=26-57

• 92% White

• Avg. Salary =~78K (SD= ~32k)

Sample size, relevant demographic characteristics with frequencies/mean info where possible

Descriptive title of the feature of participants illustrated in slide

• 50% had children under 18 yrs

• 71% in committed relationships

Family Status Characteristics of Participants

Sample size, relevant demographic characteristics with frequencies/mean info where possible

Descriptive title of the feature of participants illustrated in slide

Example Good & Bad Descriptions of Procedure

(good)

Stratified sample of stores

2 Countries

1st Division

576 stores in total

18th Division10th Division........... ...........

1st District 72nd District50th District........... ...........

1st Store 8th Store4th Store .............. ...............

(not so good)

Procedure

• Faxed questions to participants a few days before interview

• Pilot tested interview qs on 28 women managers

• Tape-recorded and transcribed each interview

Example Description of Measuresfrom Convenience Store Study

Measurement of Clerk Image

• 3 items rated by observers on a yes/no scale (reliability=??)– Was clerk wearing a

smock?– Was smock clean?– Was clerk wearing

name tag?

Brief description of Measure

Shorten questionnaire; give examples of items, reliability info, cite previous research on measures

Measurement of Store Stock Level

• Extent to which shelves, snack stands & refrigerators were fully stocked– Rated on 5-point

Likert scales

Brief description of Measure

Shorten questionnaire items, give examples of scale & Reliability info if relevant; previous research on measures here

What was observed in each store

• 11805 transactions• 3 month observation

period • For each of the 576

stores – 1 day + 1 swing shift

• 25% of stores observed during night shift

– 1-20 transactions/visit • Up to 60

transactions/store

• 75% male customers

Brief description of Measure

Establishes reliability of measure: describes number of measurements, length of measurement, time of day of measurement

• √ Method – Participants– Measures – Procedure

• Results – Remind audience of Hypothesis – Describe Data analytic techniques used– Present results in graphs/tables

• explain how they support/do not support the hypothesis

Describe how you tested your Hypothesis

Example of Results Section from Convenience Store

Study

Analysis to test whether line length

predicts the positive emotions of a clerk

• Clerk as unit of analysis (n=1319)

• Hierarchical multiple regression

• Dependent variable=positive emotion

Type of analysis conducted to test hypothesis (reminds audience of hypothesis)

Brief description of key components of analysis, indicate preliminary combinations here

Line length predicts a clerk’s positive emotions

•Yes, line length adds 3% of variance

•Line length negatively predicted display of positive emotion β=.-14 p<.001

Type of Model Multiple R

Adjusted R2

Without Line Length

.27 .07

With Line Length

.32 .10

Visual & numerical Display of Results

Short description of graphic display of results

Title indicates support/non support for hypothesis

Describe test of hypothesis visually & orally

• Present information numerically (e.g., via means, frequencies, correlations) & describe orally/written phrases

• Use graphics (e.g., bar charts, pie charts, line graphs) and interpret orally or w/ short phrases

What we covered so far...what’s next

√ Your Hypothesis

√ Describe how you tested your Hypothesis

Inferences from your research on your hypothesis

Inferences from your research

• What do your results imply for future research?– What research would help you understand

more about the hypothesis

What kinds of information will help you know more about your hypothesis?

• Should future research1. Test reasons for why hypothesis is true?

2. Test reasons for why hypothesis is not true?

3. Test reasons for why hypothesis is true in some situations but not in others?

• Test explanations for hypothesis – Identify how to measure the (inner)

explanatory variables and how to establish their connection to those of the hypothesis

1st Type of Proposed Research

Extraversion(E)

Social experiences

Practice old skills

Non Verbal Skills (NVS)

Develop newSkills

++

+ +

+

Example A-Level Proposed Test of explanations for the hypothesis

Extraversion Social experiences+ NV Skills+

Not so good suggestion of Future Research

General Ability

• Empirically tests explanations for why the hypothesis is not true

2nd Type of Proposed Research

AgreeableExtraverts

Social experiences+ NV Skills+

Example reason for why the hypothesis is not true

Disagreeable Extraverts

Social experiences- NV Skills-

Extraversion Social experiences+ NV Skills+

2nd Type of Proposed Research

Example A-level Proposed Test of why hypothesis is not true

Agreeableness

Example A-level Test of the Explanation for the Counter Evidence

Social Experiences

Practice old skills

NV Skills

Develop newSkills

+

++

+

Conscientiousness

Openness to Experience

Extraversion(E)

+

• Test explanations for why the hypothesis is true in some situations but not in others – Address methodological limitations or

definitional inadequacies

3rd Type of Proposed Research

• e.g., when extraversion is measured/defined as frequency of positive affect, it is not related to Non verbal skills

Example how methodological inadequacies explain counter evidence

ExtraversionIn Total

Social experiences+ NV Skills+

ExtraversionAs Positive Affect

Social experiences- NV Skills-

Example 3rd Type of Proposed Research

• Present one good type of proposed study rather than 2 or 3 moderate quality ones– Focus!

• Show how proposed study logically flows from the research on your hypothesis or the counter evidence

Evaluation of Proposed Research

Content of your research presentation

• Explains the logic behind your hypothesis or counter hypothesis

• Define your variables & show why they are logically connected

• Illustrate with an empirical study

• Describes the test of hypothesis • you collected data to test your hypothesis • the results you analyzed tested your hypothesis

• Illustrates the logical next step for future research

2nd element of your research presentation

• Content

• Form

Oral Presentation vs. Written Paper

• Focus

• Visuals

• Structure

• Speaking Ability

Oral Presentation is more focused

• Time limit! =25 min

• Highlight key point of each section of the written paper– e.g., Inferences section

• Written pres = more elaborate write up of findings, future research, implications & limitations, counter-evidence etc.

• Oral presentation = implications for future research

– demonstrate how you make evidence-based generalizations (analytical skills)

• e.g., in explaining logic of hypothesis– models & graphics of the relation between the

variables + oral explanation

• e.g., in method– visual display sample size & method of data

collection & highlight main points orally

• e.g., in Results– Display findings in graphs & repeat orally

Oral Presentation uses visual elements more

Good Visuals

• Material presented is clearly visible (i.e., font size is appropriate, background & foreground contrast is good)

• Material on slides is adequate (i.e., not too much material on each slide)

• Supportive, does not over-shadow presentation

• Introduction & Conclusion – vs. Abstract (in write up)

• Reminders of structure for audience– Titles of slides connect to keep audience on

track• e.g., Slides should have clear headings &

subheadings, title for each slide describes content of slide

– Map of where you are and where you are going...

Structure of Oral Presentation

Introduction vs Conclusion

• Intro asks the question, conclusion gives the answer – Your hypothesis/research question– Short phrase describing how you tested your

hypothesis • (e.g.., where you collected data, or who your

participants were)

– Short description of what your inference is about (without totally giving away the ‘insight’)

Example Introduction

• Why extraversion is related to non verbal skills

• Study of male nurses

• Why future research should focus on the role of agreeableness

Speaking Ability

Timing • Is not more than 2 minutes over or under 25 minutes

Pace • Speaker is not rushed at the end & maintains the same speed throughout the talk

Intonation • Speaker varies tone and volume to enhance points made during talk

Eye contact • Speaker engages individual members of the audience by connecting with them. Does not simply look up from his/her note; Does not glance briefly toward audience

Enthusiasm • Speaker uses appropriate physical gestures, demonstrates interest for topic, seems excited when speaking about the topic.

Oral Presentation of Research highlights your skill in

• Being Focused

• Presenting Information Visually

• Being Highly Structured

• Your Speaking Ability

Research presentation is evaluated on Content & Form

• Content = explanatory, analytical & descriptive skills

• Form = speaking skills, descriptive skills, ability to structure things