Research is not just information gathering.

A student going to the library and reading information about Jose Rizal is not research Research is not rearranging facts. A student writing a report on behavior of pendulums is not research. Adding new flavor to a toothpaste still cannot be considered as a real research

Research isnt information gathering:

Gathering information from resources such

books or magazines isnt research. No contribution to new knowledge.

Research isnt the transportation of facts:

Merely transporting facts from one resource to

another doesnt constitute research. No contribution to new knowledge although this might make existing knowledge more accessible.

Research :
in this age and time means searching for a theory, for testing a theory or for solving a problem. (Sevilla et. al. 1992). It means that a problem exists and has been identified and that a solution to the problem is necessary. Kerlinger (1973) defines scientific research as a systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena

To get PhDs, Masters and Bachelors degree To provide solutions to complex problems To investigate laws of nature To make new discoveries To develop new products To save costs To improve our life

Research is systematic, because it follows certain steps that are logical in order. These steps are: 1. Understanding the nature of problem to be studied and identifying the related area of knowledge. 2. Reviewing literature to understand how others have approached or dealt with the problem. 3. Collecting data in an organized and controlled manner so as to arrive at valid decisions. 4. Analyzing data appropriate to the problem. 5. Drawing conclusions and making generalizations.

Research is being classified based on the four dimensions: 1. The purpose of doing research; 2. The intended uses of research; 3. How it treats time i.e. the time dimension in research; and 4. The research (data collection) techniques used in it.

a.
b. c.

Exploratory/Formulative Research Descriptive Research Explanatory Research

The researchers goal is to formulate more precise questions that future research can answer Goals of Exploratory Research: 1. Become familiar with the basic facts, setting, and concerns; 2. Develop well grounded picture of the situation;

3. 4. 5. 6.

Develop tentative theories, generate new ideas, conjectures, or hypotheses; Determine the feasibility of conducting the study; Formulate questions and refine issues for more systematic inquiry; and Develop techniques and a sense of direction for future research. For exploratory research, the researcher may use different sources for getting information like (1) experience surveys, (2) secondary data analysis, (3) case studies, and (4) pilot studies.

presents a picture of the specific details of a situation, social setting, or relationship. as the term implies, is to describe characteristics of a population or phenomenon. It seeks to determine the answers to who, what, when, where, and how questions. Descriptive study offers to the researcher a profile or description of relevant aspects of the phenomena of interest.

Describe the situation in terms of its characteristics i.e. provide an accurate profile of a group; 2. Give a verbal or numerical picture (%) of the situation; 3. Present background information; 4. Create a set of categories or classify the information; 5. Clarify sequence, set of stages; and 6. Focus on who, what, when, where, and how but not why? Descriptive researchers use most data gathering techniques surveys, field research, and content analysis
1.

The

desire to know why, to explain, is the purpose of explanatory research. It builds on exploratory and descriptive research and goes on to identify the reasons for something that occurs. It looks for causes and reasons

Explain things not just reporting. Why? Elaborate and enrich a theorys explanation. 2. Determine which of several explanations is best. 3. Determine the accuracy of the theory; test a theorys predictions or principle. 4. Advance knowledge about underlying process. 5. Build and elaborate a theory; elaborate and enrich a theorys predictions or principle. 6. Extend a theory or principle to new areas, new issues, new topics: 7. Provide evidence to support or refute an explanation or prediction. 8. Test a theorys predictions or principles
1.

Basic Research b. Applied Research

a.

advances fundamental knowledge about the human world It focuses on refuting or supporting theories that explain how this world operates, what makes things happen, why social relations are a certain way, and why society changes. It is the source of most new scientific ideas and ways of thinking about the world. It can be exploratory, descriptive, or explanatory; however, explanatory research is the most common. It generates new ideas, principles and theories, which may not be immediately utilized

Basic research rarely helps practitioners directly with their everyday concerns. Nevertheless, it stimulates new ways of thinking about deviance that have the potential to revolutionize and dramatically improve how practitioners deal with a problem. A new idea or fundamental knowledge is not generated only by basic research. Applied research, too, can build new knowledge. Nonetheless, basic research is essential for nourishing the expansion of knowledge. Researchers at the center of the scientific community conduct most of the basic research.

Applied researchers try to solve specific policy problems or help practitioners accomplish tasks. Theory is less central to them than seeking a solution on a specific problem for a limited setting. It is frequently a descriptive research, and its main strength is its immediate practical use. It is conducted when decision must be made about a specific real-life problem. It encompasses those studies undertaken to answer questions about specific problems or to make decisions about a particular course of action or policy.

i.

ii.

iii.

Action research: The applied research that treats knowledge as a form of power and abolishes the line between research and social action. Impact Assessment Research: Its purpose is to estimate the likely consequences of a planned change. Such an assessment is used for planning and making choices among alternative policies Evaluation Research: It addresses the question, Did it work? The process of establishing value judgment based on evidence about the achievement of the goals of a program. Evaluation research measures the effectiveness of a program, policy, or way of doing something.

1.

Cross-Sectional Research - researchers observe at one point in time. Cross-sectional research is usually the simplest and least costly alternative. Its disadvantage is that it cannot capture the change processes. It can be exploratory, descriptive, or explanatory, but it is most consistent with a descriptive approach to research.

2.

Longitudinal Research. Researchers using longitudinal research examine features of people or other units at more than one time. It is usually more complex and costly than cross-sectional research but it is also more powerful, especially when researchers seek answers to questions about change. There are three types of longitudinal research: time series, panel, and cohort.

Quantitative The main quantitative techniques are: 1. Experiments 2. Surveys 3. Content Analysis Using Existing Statistics
a.

Qualitative The major qualitative techniques of research are: 1. Field Research 2. Case Study 3. Focus Group Discussion Details about the quantitative and qualitative techniques of research shall be discussed later.
b.

Qualitative

Quantitative

allows you to explore perceptions, attitudes and motivations and to understand how they are formed. It provides depth of information which can be used in its own right or to determine what attributes will subsequently be measured in quantitative studies.

descriptive and provides hard data on the numbers of people exhibiting certain behaviors, attitudes, etc. It provides information in breadth and allows you to sample large numbers of the population. It is, however, structured and does not yield the reasons behind behaviour or why people hold certain attitudes.

Qualitative

Quantitative

Techniques for gathering data include group discussions/workshop sessions, paired interviews, individual in-depth interviews and mystery shopping (where the researcher plays the role of a potential student, etc in order to replicate the overall experience).

Techniques commonly used for gathering data includes postal surveys, telephone surveys (appropriate for surveys of employers), on-line or webbased surveys (very costeffective for reaching audiences where e-mail penetration is high, such as students and university/college staff)

Qualitative

Quantitative

Explanation, description Build theories Unknown variables Small sample Observations, interviews Inductive

Explanation, prediction Test theories Known variables Large sample Standardized instruments Deductive

Quantitative

Difficult to go deep Easier to conduct

Qualitative

surveys Easier to handle and analyse data You have less control Easier to arrive at a wrong conclusion

Easy to go deep Difficult to conduct

surveys Difficult to handle and analyse data You have lots of control Easier to arrive at a good conclusion

Mix the two methods

First do a small, qualitative survey Follow with an extensive quantitative survey

Research method is characterized by the techniques employed in collecting and analyzing data. On the basis of method, research can be classified as:
Historical Descriptive

Correlational
Ex-post facto Experimental

The purpose of historical research is to arrive at conclusions concerning trends, causes or effects of past occurrences. This may help in explaining present events and anticipating future events. The data are not gathered by administering instruments to individuals, but by collecting them from original documents or by interviewing the eye-witnesses (primary source of information). In case primary sources are not available,data are collected from those other than eye-witnesses (secondary sources). The data thus collected are subjected to scientific analysis to assess its authenticity and accuracy.

Descriptive research studies deal with collecting data and testing hypotheses or answering questions concerning the current status of the subject of study.
It deals with the question WHAT IS of a situation.

It concerns with determining the current practices, status or

features of situations. Another aspect of descriptive research is that data collection is either done through asking questions from individuals in the situation (through questionnaires or interviews) or by observation.

Descriptive and historical research provide a picture of events that are currently happening or have occurred in the past. Researchers often want to go beyond mere description and begin discussing the relationship that certain events might have to one another.
The most likely type of research to answer the relationship among variables or events is called correlational research.

There is some research where both the effect and the alleged cause have already occurred and are studied by the researcher in retrospect. Such research is referred to as EX-POST FACTO (after the fact).
Kerlinger (1973) defines Ex-post Facto research as:

Systematic empirical inquiry in which the scientist does not have direct control of independent variables because their manifestations have already occurred or because they are inherently not manipulable.

Thus, in ex-post facto research or causalcomparative research the researcher has no control on the variables or he cannot manipulate the variables (independent variables) which cause a certain effect (dependent variables) being

Experimental research is where participants are assigned to groups based on some selected criterion often called treatment variable. Quasi-experimental research is where participants are preassigned to groups based on some characteristic or quality such as differences in sex, race, age, neighborhood, etc. These group assignments have already taken place before the experiment begins, and the researcher has no control as to what the people will belong to each group.

The primary characteristic of experimental research is manipulation of at least one variables and control over the other relevant variables so as to measure its effect on one or more dependent variables.
The variables (s) which is manipulated is also called an independent variables, a treatment, an experimental variables or the cause. Some of the examples of an independent variables could be: temperature, pressure, chemical

This marks the beginning of a research study and is the most difficult and important step. This involves: (1) Identifying and stating the problem in specific terms; (2) Identifying the variables in the problem situation and defining them adequately; (3) Generating tentative guesses (hypotheses) about the relation of the variables or in other words the solution of the problem, or writing explicitly the questions (research questions) for which answers are sought; and (4) Evaluating the problem for its research ability.

To achieve this, you review the literature related to the problem to know what other researchers have done and discovered and to identify the possible methodology for conducting the research.

You need to state the purpose of the study and to define the problem clearly. This guides you in deciding the methodology of research which involves : a. Identifying the method of research; b. Specifying the subjects of study (e.g. heat flow problem, etc.); c. Selecting an adequate representative sample of subjects; d. Selecting/constructing valid and reliable instruments for measuring the variables in the problem; e. Selecting a research design and describing the procedure to be employed for conducting the research study.

This step involves conducting the study as per the designed procedure (manipulating the experimental variables in the case of an experimental method), administering instruments for measuring variables and/or gathering information through observation.
It also involves tabulating the data thus collected for the purpose of analysis.

The results of the study are generated at this stage.

The data are summarized, in other words analysed to provide information for testing the hypotheses. Appropriate statistical methods of analysis are used to test the hypotheses. You can perform the analysis manually, by using a hand calculator or a computer as per the demands of the problem, and the available facilities. After completing the analysis results are tied together or summarized. The results are interpreted in the light of the hypotheses and/or the research problem. These are then discussed in relation to: the existing body of knowledge, consistencies and inconsistencies with the results of other research studies, and then the conclusions are

Involve in the development of new algorithms/techniques/methodologies.

Involve in the confirmation of newly proposed algorithms (applications to benchmark problems or laboratory equipment). Involve in the design of new products/circuits. Involve in comparing a number of different methodologies. Stability analysis on newly proposed algorithms. Involve in the application of some proposed algorithms in novel applications. Involve in the study of certain aspects of dynamics (behavior) of plants/systems.

Involve in surveys of some engineering aspects. Involve in market study of certain engineering products. Involve in the study on the effects of environmental factors on a particular product/design. Involve in improving the design of existing products. Involve in extending the algorithms developed by others to a wider variety of applications/systems. Involve in the testing of new techniques extensively on benchmark problems in which earlier research has not done.

1.
2. 3. 4. 5. 6.

7.
8.

Originates with a question or problem. Requires clear articulation of a goal. Follows a specific plan or procedure. Often divides main problem into subproblems. Guided by specific problem, question, or hypothesis. Accepts certain critical assumptions. Requires collection and interpretation of data. Cyclical (helical) in nature.

Research begins with a problem.

This problem need not be Earth-shaking.

Identifying this problem can actually be the hardest part of research. In general, good research projects should:
Address an important question. Advance knowledge.

The following kinds of projects usually dont make for good research:
Self-enlightenment.

Comparing data sets.

Correlating data sets. Problems with yes / no answers.

Good research requires:

The scope and limitations of the work to be

clearly defined.

The process to be clearly explained so that it

can be reproduced and verified by other researchers. as possible.

A thoroughly planned design that is as objective

Good research requires:

Highly ethical standards be applied. All limitations be documented.

Data be adequately analyzed and explained.

All findings be presented unambiguously and all

conclusions be justified by sufficient evidence.

Observation. Literature reviews. Professional conferences. Experts.

Once youve identified a research problem:

State that problem clearly and completely. Determine the feasibility of the research.

Identify subproblems:

Completely researchable units. Small in number. Add up to the total problem. Must be clearly tied to the interpretation of the data.

Hypotheses are tentative, intelligent guesses as to the solution of the problem.

There is often a 1-1 correspondence between a

subproblem and a hypothesis. Hypotheses can direct later research activities since they can help determine the nature of the research and methods applied.

All research has limitations and thus certain work that will not be performed.
The work that will not be undertaken is described as the delimitations of the research.

Define each technical term as it is used in relation to your research project.

This helps remove significant ambiguity from the

research itself by ensuring that reviewers, while they may not agree with your definitions, at least know what youre talking about.

Assumptions are those things that the researcher is taking for granted.
For example: a given test instrument accurately

and consistently measures the phenomenon in question.

As a general rule youre better off documenting an assumption than ignoring it.
Overlooked assumptions provide a prime source

of debate about a research projects results.

Many research problems have a kind of theoretical feel about them. Such projects often need to be justified:
What is the research projects practical value?

Without this justification, it will prove difficult to convince others that the problem in question is worth study.

Research proposals are documents that describe the intended research including:
Problem and subproblems.

Hypotheses.
Delimitations. Definitions. Assumptions. Importance. Literature review.

A literature review is a necessity.

Without this step, you wont know if your

problem has been solved or what related research is already underway. Start searching professional journals. Begin with the most recent articles you can find. Keep track of relevant articles in a bibliography. Dont be discouraged if work on the topic is already underway.

When performing the review:

Be very careful to check your sources when doing your literature review.
Many trade magazines are not peer reviewed.
Professional conferences and journals often

have each article reviewed by multiple people before it is even recommended for publication. places to start looking for legitimate research.

The IEEE and ACM digital libraries are good

The Internet can be a good source of information. It is also full of pseudo-science and poor research. Make sure you verify the claims of any documentation that has not been peer reviewed by other professionals in the computing industry.

Research Process.
Common Methodologies. Methodology Comparison.

Research is an extremely cyclic process.

Later stages might necessitate a review of earlier

work.

This isnt a weakness of the process but is part of the built-in error correction machinery.

Because of the cyclic nature of research, it can be difficult to determine where to start and when to stop.

A question occurs to or is posed to the researcher for which that researcher has no answer.
This doesnt mean that someone else doesnt

already have an answer.

The question needs to be converted to an appropriate problem statement like that documented in a research proposal.

The researcher generates intermediate hypotheses to describe a solution to the problem.

This is at best a temporary solution since there is

as yet no evidence to support either the acceptance or rejection of these hypotheses.

The available literature is reviewed to determine if there is already a solution to the problem.
Existing solutions do not always explain new

observations. The existing solution might require some revision or even be discarded.

Its possible that the literature review has yielded a solution to the proposed problem.
This means that you havent really done

research.

On the other hand, if the literature review turns up nothing, then additional research activities are justified.

The researcher now begins to gather data relating to the research problem.
The means of data acquisition will often change

based on the type of the research problem.

This might entail only data gathering, but it could

also require the creation of new measurement instruments.

The data that were gathered in the previous step are analyzed as a first step in ascertaining their meaning. As before, the analysis of the data does not constitute research.
This is basic number crunching.

The researcher interprets the newly analyzed data and suggests a conclusion.
This can be difficult.

Keep in mind that data analysis that suggests a

correlation between two variables cant automatically be interpreted as suggesting causality between those variables.

The data will either support the hypotheses or they wont.

This may lead the researcher to cycle back to

an earlier step in the process and begin again with a new hypothesis. This is one of the self-correcting mechanisms associated with the scientific method.

Methodologies are high-level approaches to conducting research.

The individual steps within the methodology

might vary based on the research being performed.

Two commonly used research methodologies:

Quantitative. Qualitative.

Preparing yourself Conceptualizing

Selecting the topic Scope of work Research methodology

Mobilizing resources

Literature search Data collecting Analysis Writing Oral Exam and Presentation

Perfecting

Creating something Something which can be of benefit/s Something that can be published, once published can be credited to you

Selecting the topic Scope of work Research methodology

Topic that interests you

Related to your work (if you study parttime) An adviser who can help you as a
Mentor

Friend
Match your ways of working

Research must be focused and dig deep The width is not very important (quantity) If you go for width, you will not have enough resources to go deep (quality)

Examiners will only reward you for the depth

Literature search Data collecting Analysis Writing Oral Exam and Presentation

in the form of a bar chart

Regular work
Regular contact with the adviser

Research students/staff
Reinventing the wheel
New publications

A few interviews with industry personnel

Both a science and an art

Only practise can improve Cognitive competencies (ability to identify)

Discuss with the adviser

Present the data as you keep receiving

Explicitly ask for opinion/advice on analysis

Research students/staff
Ask them to critique your work

Preparing yourself
Conceptualizing

Mobilizing resources
Perfecting