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UTM Research Meth

This document provides an overview of research methodology taught by Professor Dr. Mohammad Bin Ismail at UTM's Faculty of Civil Engineering. It discusses the course objectives, contents, definitions of research, types of research including basic, applied, development and design research. It also outlines the major stages of research work including preparing a proposal, organizing and conducting the research, writing a report, and evaluating the research.

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144 views45 pages

UTM Research Meth

This document provides an overview of research methodology taught by Professor Dr. Mohammad Bin Ismail at UTM's Faculty of Civil Engineering. It discusses the course objectives, contents, definitions of research, types of research including basic, applied, development and design research. It also outlines the major stages of research work including preparing a proposal, organizing and conducting the research, writing a report, and evaluating the research.

Uploaded by

maanka ali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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RESEARCH METHODOLOGY

PROFESSOR DR. MOHAMMAD BIN ISMAIL


Faculty of Civil Engineering
UTM

CONTACT INFO...
Room : M 46-106
Tel : +6075531503
COURSE OBJECTIVES

To give the students:


• A comprehensive understanding on all aspects
of research.
• A guide on how to conduct research in a
systematic way.
• A guide to solve and analyze data and results.
• A guide on writing techniques and presentation
skill.
COURSE CONTENTS
• Introduction
• Literature Review
• Research Design
• Result and Analysis
• Writing and Presentation
• Evaluation of Research and Thesis
• Research Organization
WHAT IS RESEARCH?

• CASE 1
En. Samad prepared a paper on “Computer usage in
secondary schools” after reviewing literature on the subject
available in his university library and called it a piece of
research.
• CASE 2
En. Ali says that he has researched and completed a
document which gives information about age of his
students, their SPM results, their parents’ income and
distance of their schools from home.
What is Research (cont.)?
• CASE 3
Mr Wilson participated in a workshop on curriculum
development and prepared what he calls, a research report
on the curriculum for building technicians. He did this
through a literature survey on the subject and by
discussing with the participants of the workshop.
• NONE of the above cases can be classified
under the name RESEARCH.
What is Research (cont.)?

• CASE 4
A general manager of a car producing company was
concerned with the complaints received from the car users
that the car they produce have some problems with ratling
sound at the dash board and the rear passenger seat after a
few thousand kilometers of driving.
What is Research (cont.)?
What he did?

He obtained information from the company workers to


identify the various factors influencing the problem. He then
formulated the problem and generated guesses (hypotheses).
He constructed checklist and obtained requisite information
from a representative sample of cars. He analyzed the data
thus collected, interpreted the results in the light of his
hypotheses and reached conclusions.
What is Research (cont.)?
CASE 4 is an example of research because:

• The researcher went through a sequence of steps


which were in order and thus systematic.

• The researcher did not just jump at the


conclusions, but used a scientific method of
inquiry in reaching at conclusions.
What is Research (cont.)?
Research may be defined as a careful and
systematic process of inquiry to find
answers to problems of interest

To do research is to investigate the problem


systematically, carefully, and thoroughly
What is Research (cont.)?

Research is an organized, systematic,


database, critical, scientific inquiry or
investigation into a specific problem,
undertaken with the objective of finding
answers or solution to it.
Two Important Characteristics

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

Systematic characteristic of research

Problem Identification

Reviewing Information

Data Collection

Analysis

Drawing Conclusions
Two Important Characteristics (cont.)

2. Follows a scientific method


This means that it makes an integrated use of Inductive
and Deductive reasoning. This makes it very useful for
explaining and predicting phenomena.
The basic assumption of the scientific method is that
every effect has a cause.
Two Important Characteristics (cont.)

Inductive reasoning
– Construction of hypotheses from casual observations
and background knowledge.
– From the examination of these, the researcher
establishes certain expectations.
Deductive reasoning
– Reasoning out consequences or implications of
hypotheses followed by testing of the implications and
confirmation or rejection of the hypotheses.
Two Important Characteristics (cont.)

The finding of investigation add new knowledge to


the existing structure of knowledge.
Further hypotheses are generated from the existing
structure and the casual observations and testing of
these may add to the new applicable knowledge.
This process continues in this manner, and therefore
research becomes cyclic and dynamic.
Two Important Characteristics (cont.)

Scientific method of inquiry

Generation of
hypotheses
Casual
observation Implications of
hypotheses

Existing structure
of knowledge Operationally
specific testing
situation
THE AIMS OF RESEARCH

• The goal of research is to solve problems of interest.

These problems may be of a theoretical or practical in nature


The scientific community tend to be more interested in
research that pushes the frontier of knowledge

• the aims of research should be to describe, predict,


explain, interpret or demystify phenomena
RESEARCH TYPE
• There are many ways of classifying research. One way
is to classify it by function.
• Basic or pure research is motivated by curiosity and
aims to advance theoretical knowledge.
• Applied research is concerned with applying scientific
theory to real-life problems
• Although research activities are classified
according to their different natures, they will
overlap and merge from one into the other.
RESEARCH TYPE

Research can be divided into 5 categories:


1. Basic/pure/fundamental Research
2. Exploratory Research
3. Applied Research
4. Development Research
5. Design Research
1. Basic/Pure/Fundamental Research

Refers to original investigations for the


advancement of scientific knowledge
that do not have the specific objective of
application to practical problems.
[Lee et al. 1990]
1. Basic/Pure/Fundamental Research

• It is research devoted to achieving a fuller knowledge


or understanding rather than practical application of
the subject under study.
• It is experimental or theoretical work undertaken
primarily to acquire new knowledge of the underlying
foundation of phenomena and observable facts with
or without any particular immediate application or
use in view.
• It is not subject to a time-restraint and it is an open-
ended
2. Exploratory Research

• Aims to clarify concepts and problems. Closely


allied to underlying basic research, in which there
is an objective.
• It is open-ended, looking for something which
might form the basis for a successful research
project development,
e.g. Research for a new drug and examining the
biological effects of a new range of chemical
materials.
3. Applied Research

• Research directed towards the practical


application of knowledge.
• It involves the application of basic knowledge for
the solution of a particular problem, the creation
and evaluation of a new concepts or components
but not development for operational use.
e.g. Application of existing scientific knowledge to
the problems of own institution.
4. Development Research

• Systematic use of scientific knowledge


directed towards the production of useful
materials, devices, systems or methods,
including design and development of
prototypes and processes.
4. Development Research

Can be further classified into:


1. Product development
• Refers to research regarding new products
and products new to industry or
combination of product components in a
new way [Lee et al. 1990].
4. Development Research

2. Process development
• Refers to research into new or improved
methods of control and control systems
and changes or improvements in
manufacturing and processes technologies.
5. Design Research

• Research directed at cost/performance


improvement to existing products, processes
or systems; recombination, modification and
testing of systems using existing knowledge;
or opening new markets for existing
products.
e.g. Parts and components research.
MAJOR STAGE OF WORK

For conducting research, a researcher /


investigator goes through 4 major stages of
work:
1. Preparing research proposal
2. Organizing and conducting research
3. Writing a research report
4. Evaluating research
PREPARING RESEARCH PROPOSAL

• Describes why of research


• What of research
• Questions about which researcher is seeking
answers
• Hypotheses (expected relations) he would
like to test – proposed explanation for a phenomenon,
the scientific method requires that one can test it.
• How of research (methodology)
Organizing & Conducting Research

• Researcher conducts research following


methodology / plan.
• Makes small deviations, if necessary.
Writing Research Report

• Researcher writes report which outlines the


findings of study and its implications.
Evaluating Research

• In order to find any gaps or weakness in


study.
• Help in modifying the study and improving
research in future.
CAPABILITIES REQUIREMENT

Capabilities required to undertake work:


1. Selecting and defining research problem.
2. Describing methodology of research.
3. Collecting data.
4. Analyzing data and interpreting the
results.
Selecting & Defining Research
Problem

• Carry out literature review related to


problem.
• Make thorough diagnosis to specify
problem, research questions or
hypotheses.
Describing Methodology

• Select appropriate research design.


• Select subjects on whom the study has to
be conducted.
• Select or develop instruments for
measuring variables in study.
Data Collection

• Develop capabilities of administering


instruments, recording data, scoring and
tabulating for analysis.
Analyzing data & Interpretation
of Results

• Acquire capabilities of selecting and


applying appropriate statistical methods
for handling and analyzing the collected
data, so as to arrive at valid conclusions.
SELECTING A PROBLEM

• Personal practical experiences.


• Critical study of literature.
• Interaction with others.
Problem Selection Criteria (cont.)

• Interest:
– If you are not interested in the area you want
to research, what will the quality of the
product be like?
– By being interested, you are more likely to
read widely on the topic and have more
thorough knowledge of the situation.
Problem Selection Criteria (cont.)

• Size:
– Remember, a problem is often too large when
it is first considered.
– Further analysis can reduce large problem into
a smaller, manageable research problem.
Problem Selection Criteria (cont.)

• Economy:
– Research are often confronted with practical
constraints, not the least of which are time
and money.
– If your problem situation is macro in size, is it
possible for you to find the answers to your
question? Do you have enough time and
money?
Problem Selection Criteria (cont.)

• Capabilities and Limitations:


– A researcher should not be too ambitious and
must recognize your own capabilities.
– Wise, especially at prior planning stage to seek
advice from more experienced persons.
– If inexperienced in educational research, then it is
highly likely that you will need some guidance.
Problem Selection Criteria

• Uniqueness:
– Findings from research should contribute to body
of knowledge already in existence, not merely
duplicate existing study.
– However, to pursue a study similar to one already
in existence but change the methods used, or
modify the design, or use a different sample, or
choose to perform different statistical analyses.
THANK YOU

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