research-methodology adhy 2

7/30/2019 Research-methodology Adhy 2

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Research Methodologyand

Project Proposal Preparation

Adhy Kurniawan

Faculty of Engineering

Gadjah Mada University

Master of System Engineering

Faculty of Engineering

Gadjah Mada University


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Adhy Kurniawan

1987-1990 SMA 3 Semarang1990-1991 Fac. Of Economy, Diponegoro

University, Semarang

S1(1991-1996) Civil Engineering Dept.Gadjah Mada Univ.

S3(1998-2003) Swiss Federal Institute ofTechnology Lausanne (EPFL), Swiss

Post Doct (nov.2005-sept.2006) KyotoUniversity, Japan


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My Goals for Course

That each of you develop an

intuition for the fundamental

principles of research methodology

That we have an enjoyable

semester learning together


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Lecture and Homework

Homework

Your chance to practice using the

concepts presented in class

Teamwork vs. Individual work?

Lecture Presentation and discussion


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References

All of literature concerning: Res Met

Marczyk, DeMatteo, Festinger. 2005,

Essentials of Research Design and

Methodology, John Wiley and Sons.Day and Gastel, 2006, How to write and

Publish a Scientific Report, Greenwood

Press

Metodologi Riset, Etc.


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List of students

Alif Ardy Saputra, Geodesi UGM Anik FR, TL, ITB

Ashri Uswatun, TFisika,UGM

Ayi Fajarwati, TL, ITB

Corry Agustina, Perenc Wil, TA, UGM

Dwi Astuti, TKimia, UGM

Elva Nur , TF, UGM Erika Kezia, TL, ITB

Fitri Wijayanti, Fisika, UNS

I Nyoman Kusuma, TF, UGM

Ihsan Hasan, T Industri, UII,

Ihwan Ghazali, T Industri, UAD

Iin Lestari, TL, ITB

M Sony Abertiawan, TL, ITB Maria Auliana, T Sipil, UGM

Norma Pradipta, TArsitektur, UGM

Satrya Alrizki, TGeofisik, ITB

Tatag Lindu Bhakti, TFisika, UGM


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Contents

The aims of research,the research topic,

title and research problem,

literature review,

research design: population and sampling types, typesof quantitative research designs, validity ofconclusions, data-collecting methods andmeasuring instruments in quantitative research,qualitative research designs,

data analysis and interpretation of results,

report writing and the research proposal,ethical consideration on research.


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OVERVIEW OF SCIENCE ANDTHE SCIENTIFIC METHOD

sciencecan be defined as a methodological andsystematic approach to the acquisition of newknowledge.

This definition of science highlights some of thekey differences between how scientists andnonscientists go about acquiring newknowledge.

Specifically, rather than relying on mere casualobservations and an informal approach to learn

about the world, scientists attempt to gain newknowledge by making careful observations andusing systematic, controlled, andmethodical approaches (Shaughnessy &Zechmeister, 1997).

Shaughnessy, J. J., & Zechmeister, E. B. (1997). Research methods in

psychology(4th ed.). Boston: McGraw Hill.


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In addition, scientific knowledge is notbased on the opinions, feelings, orintuition of the scientist.

Instead, scientific knowledge is based onobjective data that were reliably obtainedin the context of a carefully designedresearch study.

In short, scientific knowledge is basedon the accumulation of empiricalevidence (Kazdin, 2003a)

Kazdin, A. E. (2003a). Methodology: What it is and why it is so important. In A.

E. Kazdin ( Ed.), Methodological issues and strategies in clinical research(3rd

ed., pp. 522). Washington, DC: American Psychological Association.


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The defining characteristic of scientificresearch is the scientific method.

First described by the Englishphilosopher and scientist Roger Bacon in

the 13th century, it is still generallyagreed that the scientific method isthe basis for all scientificinvestigation.

The scientific methodis best thought ofas an approach to the acquisition of newknowledge, and this approach effectivelydistinguishes science from nonscience.


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The Scientific Method

The development of the scientific method is

usually credited to Roger Bacon, a philosopher

and scientist from 13th-century England,

although some argue that the Italian scientist

Galileo Galilei played an important role informulating the scientific method.

Later contributions to the scientific method were

made by the philosophers Francis Bacon and

Ren Descartes.


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Although some disagreement existsregarding the exact characteristics of thescientific method, most agree that it ischaracterized by the following elements:

Empirical approach Observations Questions Hypotheses Experiments Analyses Conclusions Replication


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Empirical Approach

The scientific method is firmly based on the empiricalapproach. The empirical approachis an evidence-basedapproach that relies on direct observation andexperimentation in the acquisition of new knowledge (seeKazdin, 2003a).

In the empirical approach, scientific decisions are made basedon the data derived from direct observation andexperimentation.

Contrast this approach to decision making with the way thatmost nonscientific decisions are made in our daily lives.

For example, we have all made decisions based on feelings,

hunches, or gut instinct. Additionally, we may often reachconclusions or make decisions that are not necessarily basedon data, but rather on opinions, speculation, and a hope forthe best.

The empirical approach, with its emphasis on direct,systematic, and careful observation, is best thought of as theguiding principle behind all research conducted in accordancewith the scientific method.


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Observations

An important component in any scientific investigation isobservation. In this sense, observationrefers to twodistinct conceptsbeing aware of the worldaround us and making careful measurements.

Observations of the world around us often give rise to the

questions that are addressed through scientific research. For example, the Newtonian observation that apples fallfrom trees stimulated much research into the effects ofgravity. Therefore, a keen eye to yoursurroundings can often provide you with manyideas for research studies.


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Questions

After getting a research idea, perhaps from makingobservations of the world around us, the next step in theresearch process involves translating that research ideainto an answerable question.

The term answerable is particularly important in thisrespect, and it should not be overlooked.

It would obviously be a frustrating and ultimatelyunrewarding endeavor to attempt to answer anunanswerable research question through scientificinvestigation.

It is therefore important to formulate a researchquestion that can be answered through availablescientific methods and procedures.


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Hypotheses

The next step in the scientific method is coming up with ahypothesis, which is simply an educatedandtestableguess about the answer to your researchquestion.

A hypothesis is often described as an attempt by theresearcher to explain the phenomenon of interest.

Hypotheses can take various forms, depending on thequestion being asked and the type of study beingconducted.

A key feature of all hypotheses is that each must make aprediction.

Remember that hypotheses are the researchers attempt

to explain the phenomenon being studied, and thatexplanation should involve a prediction about thevariables being studied.

These predictions are then tested by gathering andanalyzing data, and the hypotheses can either besupported or refuted on the basis of the data.


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Two types of hypotheses with which you should befamiliar are

the null hypothesis and the alternate (or experimental) hypothesis.

The null hypothesisalways predicts that there will be nodifferences between the groups being studied.

By contrast, the alternate hypothesispredicts that therewill be a difference between the groups. For example,

the null hypothesis would predict that theexercise group and the no-exercise group will not

differ significantly on levels of cholesterol. The alternate hypothesis would predict that

the two groups will differ significantly oncholesterol levels.

Homework: Individual Please try to find one example. About the null


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Experiments

After articulating the hypothesis, the next step involvesactually conducting the experiment (or researchstudy).

For example, if the study involves investigating theeffects of exercise on levels of cholesterol, the researcherwould design and conduct a study that would attempt to

address that question.As previously mentioned, a key aspect of conducting a

research study is measuring the phenomenon of interestin an accurateand reliablemanner.

In this example, the researcher would collect data on thecholesterol levels of the study participants by using an

accurate and reliable measurement device. Then, the researcher would compare the cholesterol

levels of the two groups to see ifexercise had anyeffects.


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Accuracy vs. Reliability

When talking about measurement in the context of research,

there is an important distinction between being accurate and beingreliable.

Accuracyrefers to whether the measurement is correct, whereasreliabilityrefers to whether the measurement is consistent.

An example may help to clarify the distinction.

When throwing darts at a dart board, accuracy refers to

whether the darts are hitting the bulls eye (an accuratedartthrower will throw darts that hit the bulls eye).

Reliability, on the other hand, refers to whether the dartsare hitting the same spot (a reliabledart thrower will throwdarts that hit the same spot).

Therefore, an accurate and reliable dart thrower will

consistently throw the darts in the bulls eye. As may beevident, however, it is possible for the dart thrower to bereliable, but not accurate.

For example, the dart thrower may throw all of the darts inthe same spot (which demonstrates high reliability), but thatspot may not be the bulls eye (which demonstrates low

accuracy).


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Analyses

After conducting the study and gathering thedata, the next step involves analyzing the data,which generally calls for the use ofstatisticaltechniques.

The type of statistical techniques used by aresearcher depends on the design of the study,the type of data being gathered, and thequestions being asked.

It is important to be aware of the role ofstatistics in conducting a research study.

In short, statistics help researchers minimizethe likelihood of reaching an erroneousconclusion about the relationship between thevariables being studied.


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Conclusions

After analyzing the data and determiningwhether to reject the null hypothesis, the

researcher is now in a position to draw someconclusions about the results of the study.

For example, if the researcher rejected the nullhypothesis, the researcher can conclude thatthe phenomenon being studied had an effect

a statistically significanteffect, to be moreprecise. If the researcher rejects the null hypothesis in

our exercise-cholesterol example, the researcheris concluding that exercise had an effect on levelsof cholesterol.


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It is important that researchers

make only those conclusions that

can be supported by the data

analyses.Going beyond the data is a cardinal

sinthat researchers must be careful

to avoid.


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Replication

One of the most important elements ofthe scientific method is replication.

Replicationessentially meansconducting the same research study asecond time with another group ofparticipants to see whether the sameresults are obtained.

The same researcher may attempt toreplicate previously obtained results, orperhaps other researchers mayundertake that task.


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Replication illustrates an important point aboutscientific researchnamely, that researchersshould avoid drawing broad conclusions basedon the results of a single research studybecause it is always possible that the results of

that particular study were an aberration. In other words, it is possible that the results of

the research study were obtained by chance orerror and, therefore, that the results may notaccurately represent the actual state of things.

However, if the results of a research study areobtained a second time (i.e., replicated), thelikelihood that the original studys findings wereobtained by chance or error is greatly reduced.


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What are the three generalgoals of scientific research?


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Answer:

description,

prediction,

and understanding/explaining


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What Exactly is Research?

we will focus on two of the most

common types of research

correlationalresearch

and experimentalresearch


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Correlational research:

In correlational research, the goal is to determine whethertwo or more variables are related. (By the way, variablesis a term with which you should be familiar.

A variableis anything that can take on different values,such as weight, time, and height.)

For example, a researcher may be interested in

determining whether age is related to weight. In thisexample, a researcher may discover that age is indeedrelated to weight because as age increases, weight alsoincreases. If a correlation between two variables is strongenough, knowing about one variable allows a researcherto make a prediction about the other variable.

It is important to point out, however, that a correlation

or relationshipbetween two things does not necessarilymean that one thing caused the other.To draw a cause-and-effect conclusion,

researchers must use experimental research.

.


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Experimental research:

In its simplest form, experimental researchinvolvescomparing two groups on one outcome measure to testsome hypothesis regarding causation.

For example, if a researcher is interested in the effects ofa new medication on headaches, the researcher wouldrandomly divide a group of people with headaches into

two groups. One of the groups, the experimental group, would receive

the new medication being tested.

The other group, the control group, would receive aplacebo medication (i.e., a medication containing aharmless substance, such as sugar, that has no

physiological effects).


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Experimental research:

Besides receiving the different medications, the groupswould be treated exactly the same so that the researchcould isolate the effects of the medications. Afterreceiving the medications, both groups would becompared to see whether people in the experimental

group had fewer headaches than people in the controlgroup.

Assuming this study was properly designed (and properlydesigned studies will be discussed in detail in laterchapters), if people in the experimental group had fewerheadaches than people in the control group, the

researcher could conclude that the new medicationreduces headaches.


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Task

Compose your own brief research

proposal.

Try to determine your research

topic for MST final project

Format:

1. In MS Word

2. In Power point


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Task/assignment next week

Review 1 International Publication

(Journal, Conference paper,etc)

related to Renewable energy

Compose the summarize of yourreview

Format:

1. In MS Word 2. In Power point


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Purpose of the research proposal

1. To informthe reader of nature of yourproposed research. What is the problem? What is its extent?

2. To convincethe reader, especiallysupervisors and reviewers, of the valueof your proposed research. Is this project worth the time

and money? Will it make a difference to theworld?


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3. To demonstrateyour expertise andcompetency in a particular area of study.

Do you have the qualifications to conductthis research?

Have you informed yourself of theexisting theory and data relevant to yourtopic?

Do you have the

necessary skills to

conduct the research?


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4. To planthe research project and provide astep-by-step guide to the tasks necessaryfor its completion.

What are the key stages of the work?

What are the priorities? How do the various components fit together?

5. To requestsupport from individuals andagencies who provide supervision,

oversight or funding for the research project.

What kinds of support does the project need? Are all participants properly protected?


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6. To contractwith the agenciesand individuals involved, including

supervisors, foundations and

participants in the research team.How will tasks be assigned and

resources expended?

What does each contributeto the collective endeavor?


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First things first

1. Basics

2. Topic ideas

3. Typical methodologies

4. Common pitfalls

5. Getting started and putting it all

together

6. Questions/discussion


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Basic steps of a researchproject

Find a topicWhat, When

Formulate questionsWhat, Why

Define populationWho, When

Select design & measurementHow

Gather evidenceHow

Interpret evidenceWhy

Tell about what you did and found out


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Selecting a Research Topic

What are some considerationswhen selecting a research topic?

Considerations in Selecting


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Considerations in Selectinga Topic

Personal interest / Passion

Importance / Contribution to the field

Newness / Relevance Feasibility

Tradeoff between rigor and practicality

Time constraints

Ethical constraints Organizational support

Economic factors

Availability of Subjects


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Sources of Research Topics

Peer-reviewed journals in your field

Personal experiences

Work setting experiences Existing literature

Recommendations for future research


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Refining Your Topic

Refinement needed for effective and

efficient research

Narrow your topicIdentify a theoretical framework

Specifically and unambiguously define

termsState research questions and

hypotheses


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Refining Your Topic (cont d)

A literature review will help you

See if your idea has been tried

Include all relevant constructsSelect instruments

Anticipate common problems


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Components of a ConceptPaper

Title page Introduction

Nature of the Problem

Background and Significance of theProblem

Preliminary Literature Review

Initial Research Question orQuestions


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Components of a ConceptPaper (cont d)

Brief Description of Methodologyand Research Design

Anticipated Outcomes

Timeline References


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The Literature Review

What is a Literature


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What is a LiteratureReview?

According to Creswell (2005), areview of the literature is a written

summary of journal articles, books

and other documents that describesthe past and current state of

information, organizes the literature

into topics and documents a needfor a proposed study. (pp. 79)

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research


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Focusing on Empirical Research

What does Empirical Mean?

Primary Sources Original Research Article

Secondary Sources Newspapers Book chapters

Television/Radio Magazines Wikepedia


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Empirical Research

All empirical research is inherentlyflawed Limitations

1. Sampling Generalizability Representative

2. Measurement Measurement Error Social Desirability

3. Problem Identification Grasping the Whole Problem


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Literature Reviews

Well-written analytical narrative that

brings a readerup-to-dateon whatis known on a given topic, but also

provide fresh insights that advanceknowledge

Resolve conflicts between studies

Identify new ways to interpretresearch results

Creating a path for future research


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Anecdotal Reports

A description of an event orexperience that happened to be

noticed

No controlNo comparison

Review of Key Elements of


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Review of Key Elements ofPrevious Definition

The LR is a summary of research:

It is not a list of found research

but a coherent and articulateaccount of past and currentresearch findings

Suggestion: read 2 or 3 LRs in orderto become familiar with summarystyles



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Review of Key Elements ofPrevious Definition (contd)

The sources typically are journal articles, books

and other documents that describe past and

present status of research in a given field:

The LR should be exhaustive and ascurrent as possible.

How many articles?

There is no set number. As long as the searchis exhaustive and focused on the researchtopic, the review will be acceptable.



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How far back should one search?

A reasonable and widely acceptedtimeframe includes research conducted

during the past 10 years. Importantstudies (i.e., studies that had asignificant impact on the field of study)should also be mentioned even if thesego beyond the mentioned timeframe.



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The LR should be organized: The review should not only be coherent, but

should organize the studies reviewed under

themes or topics. The reviewer is a guide and should be able

to provide readers with an in-depth andcurrent status of research in a given area.

This aspect is essential for readers tounderstand what the reviewer found duringthe search.



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The LR should document the need for aproposed study: Studies should not duplicate research that

has been already done. Even in cases when research is duplicated

(replicated is the appropriate term), one isresponsible for documenting the need forreplication, e.g., need to explore the samemethodology with a different group orpopulation, or need to change methodologywith the same group.

Creswells 5 steps to Conduct a


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Creswell s 5 steps to Conduct aLiterature Review

Step 1: Identify Key Terms or

Descriptors

Extract key words from your

title (remember, you may decideto change the title later)

Use some of the words other

authors reported in theliterature

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and

Qualitative Research

Step 1: Identify Key Terms or


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Step 1: Identify Key Terms orDescriptors (contd)

Use the Thesaurus of ERICDescriptors to look for termsthat match your topic: go to

www.eric.ed.gov and in Searchselect Descriptors (fromThesaurus)

Scan both electronic and

library journals from the past10 years and look for keyterms in the articles



http://www.eric.ed.gov/http://www.eric.ed.gov/


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Creswell s 5 steps to Conduct aLiterature Review (contd)

Step 2: Locate Literature Use academic libraries, do not limit

your search to an electronic search

of articles Use primary and secondary sources.

A primary source is researchreported by the researcher thatconducted the study. A secondarysource is research that summarizesor reports findings that come fromprimary sources



Step 2: Locate Literature


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Step 2: Locate Literature(contd)

It is best to report mostlyprimary sources (p. 82)

Search different types of

literature: summaries,encyclopedias, dictionaries andglossaries of terms, handbooks,statistical indexes, reviews

and syntheses, books, journals,indexed publications,electronic sources, abstractseries, and databases

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative andQualitative Research



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Step 3: Critically Evaluate andSelect Literature Rely on journal articles

published in national journals Prioritize your search: first

look for refereed journalarticles, then, non-refereedarticles, then books, thenconference papers,dissertations and theses andthen papers posted to websites



Step 3: Critically Evaluate and


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Step 3: Critically Evaluate andSelect Literature (contd)

Look for research articles andavoid as much as possibleopinion pieces

Blend qualitative andquantitative research in yourreview





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Step 4: Organize the Literature

Create a file or abstract systemto keep track of what you read.

Each article you read should besummarized in one page containing

Title (use APA to type the title so thatyou can later copy-paste this into the

References section of your paper)Source: journal article, book, glossary,etc.



Step 4: Organize the Literature


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Step 4: Organize the Literature(contd)

Research problem: one or two lines will suffice

Research Questions or Hypotheses

Data collection procedure (a description of

sample characteristics can be very handy aswell)

Results or findings of the study

Sort these abstracts into groups of relatedtopics or areas which can then become thedifferent sections of your review





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Step 5: Write a Literature Review

Types of Reviews:

Thematic Review: a theme is identified andstudies found under this theme are described.Major ideas and findings are reported ratherthan details.



Step 5: Wr te a L teratureR i


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Review(contd)

Study-by-study Review: a detailed summary ofeach study under a broad theme is provided.Link summaries (or abstracts) using

transitional sentences. Must be organized andflow coherently under various subheadings.Avoid string quotations (i.e., lengthy chunks oftext directly quoted from a source)



Preliminary Literature


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Preliminary LiteratureReview

This succinct review of currentliterature should:

Provide further contextual

background Reveal issues related to your study

Describe similar problems in otherorganizations

Provide significance to yourapproach to the study

Guidelines on Style, Mechanics, and


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Guidelines on Style, Mechanics, andLanguage Usage

Does your draft follow the logic oridea that is presented in your intro

and title?

Avoid overusing direct quotations,especially long ones

Check style manual for correct use

of citations (Doe, 2005); Doe (2005); (Doe & Smith,

2005); Doe and Smith (2005);(Black,2005; Brown, 2006; Yellow, 2007)

Guidelines on Style, Mechanics,


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Guidelines on Style, Mechanics,and Language Usage

Avoid using synonyms for recurringwords This is not creative writing and stay

consistent with terminology

Group I, Phoenix Cohort, Experimental GroupSpell out all acronyms when first using

them Traditional - American Psychological

Association (APA) Non-traditional - Collective Efficacy (CE)

Yes - Do NOT use contractions; NoDont use contractions

Coined terms should be set off by quotes

Guidelines on Style, Mechanics,


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Guidelines on Style, Mechanics,and Language Usage

Avoid the following:Slangcool

Colloquialismsthing >> item or

feature Idiomsrise to the pinnacle >> to

become prominent

Use great care to avoid Plagiarism

What needs to be included in


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the Literature review.

Provides contextual backgroundReveals related issues

Reviews similar problems elsewhere

Provides significance to your approach

to the studyIncludes major/seminar research articles

pertaining to study

Written in an integrated manner

Uses peer-reviewed researchIncludes a Reference section

Writing Your Research


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gQuestion(s)

Reflect the problem that the researcher

wants to investigate

Can be formulated based on theories,

past research, previous experience, or the

practical need to make data-driven

decisions in a work environment

Writing Your Research


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gQuestion(s) (contd)

Are vitallyimportant because they, in

large part, dictate what type of statistical

analysis is needed, as well as what type of

research design may be employed

A research question should address only

1 concept

Question must be measurable


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Types of Questions Asked

Once you have identified the topic of study, youwill need to consider the type of question you

want answered and how it will be answered

Two paradigmsQuantitative Paradigm

Generally attempt to quantify variablesof interest. Questions frequentlyaddress how well or how much.

k d


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Types of Questions Asked

Qualitative Paradigm there are times when we wish to know

not how many or how well, but simply

how. (Shulman, 1988, pg. 7)

Class Exercise


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Class Exercise

Now youre ready to formulate your ownresearch question(s)

Sample questions:

Is there a relationship between

participation in an Elluminate chatsession and course grade?How do 5th grade students

experience the anticipation ofstandardized testing?

Research Questions


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Research Questions

From Topic to Research QuestionA good research topic asks a clear, concise question.Asking a research question helps you keep a tightfocus on your topic.

Tweaking Your Research QuestionA good research topic is broad enough to allow youto find plenty of material, but narrow enough to fitwithin the size and time constraints of your paper. If your topic is either too broad or too narrow, consider

adding or eliminating the following elements:

Time Period, century, decade, future, PopulationType, age, gender, nationality, species, GeographicLocation country, state, region, Point of Vieweconomic, social, cultural, biological

Assignment 2 Components


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g p(see syllabus for details)

Title Page

Nature of the Problem

Background and Significance of the

Problem

Literature Review

Research Questions

References


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Topic ideas


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Topic ideas

Online chat referenceTypes of questions

Subject? Type?

# of turnaways*Difference in discourse

In-person vs. chat

Partnership studies Similar libraries with same software

Topic Ideas


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Topic Ideas

E-book usage

Usability studies of

Online tutorial(s)

My Library portals

Analysis of library web sites or

library instruction sites or

pathfinders by best practices

Student learning outcomes in LI

programs

Types of methodologies


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Types of methodologies

QuaLitative MeasuresDescriptive

Numbers not the primary focus

Interpretive, ethnographic,naturalistic

QuaNtitative Measures

N for numbersStatistical

Quantifiable

QuaLitative measures


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QuaLitative measures

Content AnalysisAnalyzed course syllabi of

library use through discipline

and level (Rambler)Studied online tutorials,

applying best practices

recommendations (Tancheva)

QuaLitative Measures


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QuaLitative MeasuresDiscourse Analysis

Analyzed student responses in writingand discussions to a short film &compared findings to parallel studywith LIS grad Ss (Vandergrift)

Focus GroupsDiscussed how participants

experience & use the library (Von

Seggern & Young)Studied why students use the

Internet and how much time they useit (Wilson)



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Interviews Studied 25 HS students web use for

research assignments (Lorenzen) Looked at what type of information first

year students need and how they go about

acquiring it (Seamans)Observation (obtrusive)

Observed students as they conductedonline research & noted their activities

(Dunn)Observation (Unobtrusive)

Retrieval of discarded cheat sheets toanalyze academic misconduct (Pullen et. al.)



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Think Aloud ProtocolsStudied how users navigate a library

web site (Cockrell & Jayne)

Usability testing Examined students mental models

of online tutorials (Veldof & Beavers)

QuaNtitative measures


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CompareThings

Count Things

Survey People About Things



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Comparison studies Experimental and control groups

Instructional methodologies (Colaric;Cudiner & Harmon)

Program assessment using before/afteranalysis of research papers(Emmons &Martin)



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Pre & Post Tests (Van Scoyoc)Measures & Scales

Bosticks Library Anxiety Scale (Onwuegbuzie& Jiao; Van Scoyoc)

Procrastination Assessment Scale(Onwuegbuzie & Jiao)



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Numeric Studies Citation AnalysisBibliometrics

(Dellavalle)

Webometrics (Bar-Ilian)

Ready Made Data Sets


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Ready Made Data Sets

National Survey of StudentEngagement (Whitmire)

College Student Experiences

Questionnaire (Kuh and Gonyea

)The Web Internet Archive (Ryan, Field &

Olfman) Electronic journals (Dellavalle)

Library server logs

Common Pitfalls


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Common Pitfalls

Problems with populationSampling?

Representativeness?

Self-selection?


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Research Problem #1A study assessing student learning

outcomes in 2 broad categories

(concepts, techniques) by examiningstudent research journals in 1 sectionof an elective information literacycourse in fall semester.


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Research Problem #4

A 2004 article on a library use and

services satisfaction study that used

as its measurement tool a surveygiven to every nth person enteringthe library building on 40 randomly

selected days throughout the schoolyear.


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Research Problem #5An outcomes assessment research

project of a 5 year old IL program in

which all incoming freshmen mustparticipate. Total student population on

campus is divided between 32%

freshmen to senior (or 4 year) and68% transfer students.

Common Pitfalls


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Common Pitfalls

Problems with operationalizationDefining of what is measured

Research Problem #2


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Research Problem #2

An experimental study that proposes afund allocation formula for academic

library collections based on the

following:average of overall book price + average ofoverall serial prices * degree level (10 forundergraduate to 30 for doctorate) / the number of

students enrolled in degree program as majors +

the total number of faculty in the department * three* total number of students in program.

(OAB + OAS) * D/(Sn +(Fn*3))*Sn

N.B. Not a standard formula


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Research Problem #3

A newspaper article you read just theother day stated that in a recently

published study done at a major U.S.

university, researchers found thatdomestic violenceaffects 1 in every 4women.


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Research Problem #4

A 2004 article on a library use andservices satisfactionstudy that usedas its measurement tool a survey

given to every nth person entering thelibrary building on 40 randomly

selected days throughout the school

year.

Research Problem #5


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Research Problem #5

Over a one year period, researchersstudied the occurrence ofturn-awaysin a virtual reference service and noted

that the significantly high occurrence of

turn-aways indicates increased needfor virtual reference service.

Common Pitfalls


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Common Pitfalls

Problems with generalizability False conclusions

Transformations


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Research Problem #1A study assessing student learning

outcomes in 2 broad categories

(concepts, techniques) by examiningstudent research journals in 1 sectionof an elective information literacycourse in fall semester.


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Research Problem #7

A survey of faculty found that themajority of those interviewed interacted

most with librarians at the reference

desk. The researchers concluded thatmost faculty view librarians in aservile role.

Keep In Mind That


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Keep In Mind That

No study is perfectAll data is dirty is some way or

another; research is what you do

with that dirty data (Manuel)Measurement involves making

choices

Be Critical About Numbers


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(Best 2001)

Every statistic is a way of summarizingcomplex information into relatively

simple numbers. (Best)

How did the researchers arrive at these

numbers?

Who produced the numbers and what is

their bias?

How can key terms be defined & in howmany different ways?

Be Critical About Numbers


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How was the choice for themeasurement made?

What type of sample was gathered& how does that affect result?

Is the statistical result interpretedcorrectly?

If comparisons are made, are they

appropriate?

Are there competing statistics?

Getting Started


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g

Read to learn; read to analyze

About research methodology

Studies on similar topics Interesting studies

Non-library studies

Getting Started


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g

Finding a topic neednt betraumatic

Work projects Research studies

P&T overhaul Library GO Bond Proposal Project

Library workshop trends

User repair strategies

Getting Started


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g

Data collection involves agreement& consent

Forge partnerships

At some point you will need toleave the comfort zone of reading

and literature gathering and


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Just get outand do it!


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Questions?


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Research methodology

Quantitative Methods

Qualitative procedures

Quantitative Methods


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A definition

A survey or experiment thatprovides as output a quantitative ornumeric description of somefraction of the population, calledthe sample.

Components of a surveymethod


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method

The survey design

The population and

sampleThe instrumentation

Variables in the study

Data analysis

The survey design


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Purpose of the surveyThe research question

Type of survey

Cross sectional Longitudinal

Form of data collection

The population and sample


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Description of the populationSampling design

Single stage

MultistageStratified

Sample selection

The instrumentation


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The instrument (tool) Existing New

Rating scale Likert scale: Rating the Items. 1-to-5 rating scale where:

1. = strongly unfavorable to the concept

2. = somewhat unfavorable to the concept3. = undecided

4. = somewhat favorable to the concept

5. = strongly favorable to the concept

Pilot

Administration Postal survey email

Variables and analysis


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The research questionVariable in the research

E.g. Number of years of academic study

The questions in the instrument E.g. How many years of study in a

University As an undergraduate?

As a postgraduate?

Data analysis Steps Bias in the data

Non-response

Statistics e.g. mean, standard deviation etc.

Components of anexperimental method


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experimental method

Subjects

Instruments and materials

The experimental design

Subjects


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Selection Conveniently

Random (RCT)

Group assignment

Random

Matched. E.g. Ability, Age

Size

Variables Dependent

Independent

Randomized Controlled Trial(RCT)


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(RCT)

A true experiment, in which the researcherrandomly assigns some patients to at least

one maneuver (treatment) and other patients

to a placebo, or usual treatment. Key features

= the classic way to evaluate effectiveness ofdrugs (or exercise, diet, counseling). Patients

are followed over time (Prospective). If

properly done, an RCT can be used to

determine cause and effect

Instrumentation andMaterials


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Materials

DescriptionValidation

Pilot

Content validity Prediction validity

Materials

The experimental design


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Type Pre-experimental

No control group

Quasi-experimental Control group, but not randomly

assigned

Single subject design (over time)

Pure experiment Repeated measures

Change groups

Overview of Qualitative ResearchDesign


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Historical routes in anthropology Generates new understanding by naming and framing

concepts and themes

Removes bias by questioning preconceived assumptions ofthe social group under study

Promotes neutrality through adoption by the researcher of

nave stance or critical discussion, challenges pre-conceived

assumptions of both the researcher and the social group under

study

Produces new understanding about the world, changes the

way power, culture and social interaction are understood

g

Data Collection in Qualitative Research


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Observation (Videoed, non-participant, semi-

participant and participant observation, field notes)

Interviews (individual and group - known as focus

groups, tape recorded and transcribed, field notes)

Secondary data analysis (using written material

collected for purposes other than research)

Questionnaires (unstructured, postal, interviews)

A mixture of all four

Questions in Qualitative Research


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In qualitative research questions are open-ended.

Sometimes a check list or topic guide will be used

by the researcher to ensure all the relevant areas

are covered. This is known as semi-structured data

collection. It is used in all four methods of data

collection

Sometimes the only guide is the topic itself and

the researcher collects verbatim or naturally

occurring data. This is known as unstructured data

collection. It is used in all four methods of data

collection

Sampling in Qualitative Research


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The sampling method of choice is theoreticalsampling (queuing behaviour)

However, often this is not possible and people

resort to convenience sampling (students) and

snowball sampling (mental health in black and

ethnic minority communities)

Neither of the latter two methods are considered

strong but maybe all that can be achieved.Research must be viable.

Data Analysis in Qualitative Research


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Read and re-read data, become engrossed in it.

Identify themes: common, conflicting, minority

Test themes across the data set, where are they

common, under what circumstances are they found, not

found. This sets the parameters on the interpretation and

generalisation of dataGet more than one person to analyse the data

independently then together

Demonstrate trustworthiness in data analysis

Examples

Biographical continuity

Nursing routines as a method of managing a transient

workforce

Qualitative research


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Interpretative researchProcess orientated

Researcher(s) are the primary data

collection instrumentDescriptive research

Outputs are an inductive process

References


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MSc project web pageshttp://www.comp.glam.ac.uk/gis/start.asp?whatfile=gis/gis

rc/msc-proj.htm

Creswell, J. W. (1994) Researchdesign : qualitative and quantitative

approaches. - Thousand Oaks,

Calif.; London : Sage Publications,ISBN 0803952546

research-methodology adhy 2

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