RMA 413

Research Methods in Architecture

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LECTURE 2
OUTLINE

• Introduction to Research
• Research Models and Methods
• Developing a Research Proposal
• Thesis Structure Guidelines
OUTLINE

• Introduction to Research
• Research Models and Methods
• Developing a Research Proposal
• Thesis Structure Guidelines
INTRODUCTION TO RESEARCH

• Definitions of Research
• Importance of Research
• Purposes of Research
INTRODUCTION TO RESEARCH

• Definitions of Research
• Importance of Research
• Purposes of Research
DEFINITIONS OF RESEARCH

• Research is “a systematic, controlled, empirical, and

critical investigation of hypothetical propositions
about the presumed relations among natural
phenomena (Kerlinger, cited in Sevilla, et. al.1992)
DEFINITIONS OF RESEARCH

• Research is “a purposive, systematic and scientific

process of gathering, analyzing, classifying,
organizing, presenting, and interpreting data for
the solution of a problem, for prediction, for
invention, for the discovery of truth or for the
expansion or verification of existing knowledge, all
for the preservation and improvement of the
quality of human life (Calderon and Gonzales,
1993:4)
DEFINITIONS OF RESEARCH

• Research is “a careful, critical, discipline inquiry,

varying in technique and method according to the
nature and conditions of the problem identified,
directed toward the clarification or resolution (or
both) of a problem” (Good cited in Calderon and
Gonzales, 1993:3)
• Research is “a systematic investigation of new facts
leading to the new discovery of new ideas (Sanchez,
1994:2)
DEFINITIONS OF RESEARCH

• Research is “a scientific investigation of phenomena

which includes the collection, presentation, analysis
and interpretation of facts that link man’s
speculation with reality (Calmorin, 1994:1)
INTRODUCTION TO RESEARCH

• Definitions of Research
• Importance of Research
• Purposes of Research
IMPORTANCE OF RESEARCH

• Research serves as a vehicle for mobility

• Research has brought about progress and a much
better life for all
• Research serves as a major contributor towards
the attainment of national development goals (
Sanchez, 1998:2)
• Research improves instruction and students’
achievement (Calmorin, 1994: 16-17)
• Research satisfies man’s needs (Calmorin, 1994:18)
INTRODUCTION TO RESEARCH

• Definitions of Research
• Importance of Research
• Purposes of Research
PURPOSES OF RESEARCH (AIMS,
OBJECTIVES, GOALS)
The purposes of research are cited by Calderon and
Gonzales (1993:6) which include the following:
• To discover new facts about known phenomena;
• To find answers to problems which are only
partially solved by existing methods and
information;
• Improve existing techniques and develop new
instruments or products;
PURPOSES OF RESEARCH (AIMS,
OBJECTIVES, GOALS)
• To discover previously unrecognized substances or
elements;
• Discover pathways of action of known substances
and elements;
• To provide basis for decision-making in business,
industry, education, and in other undertakings;
• To expand or verify existing knowledge; and
• To improve educational practices for raising the
quality of school products.
OUTLINE

• Introduction to Research
• Research Models and Methods
• Developing a Research Proposal
• Thesis Structure Guidelines
 RESEARCH MODELS AND METHODS
• Empirical • Interventionist • Grounded Theory
• Theoretical • Phenomenological Research
• Qualitative and • Longitudinal • Interpretive
Quantitative • Developmental • Historical
• Action Research • Correlational • Descriptive
• Case Study • Multi-Method • Evaluative
• Ethnographic Research
• Experimental • Triangulated data
 EMPIRICAL
• This type of research requires that data be collected. Thus,
empirical research is grounded in reality rather than in the
some abstract realm. Data may be collected by observation or
by experiment. The purpose of empirical research is to explain
the data collected through the development of a model or
theory that hypothesises about the relationship between the
data and relevant variables of the environment. The results of
empirical research should be able to be replicated as
adherence to this method implies the use of objective, reliable
and valid research methodology and criteria.
 THEORETICAL
• Provides explanatory principles for phenomena. It may remain
on an abstract rather than a reality referred (data driven) level.
In this type of research, theoretical principles are developed,
proposed and described. Theoretical research is carried out in
all disciplines.
 QUALITATIVE AND QUANTITATIVE
• Generally qualitative research focuses on the subjective
experience and perception of the research subjects. In
qualitative research, the researcher is the key instrument of
data collection. Tools used include open ended interviews, field
notes, ‘conversations’ with participants or journal diaries. The
focus of qualitative research is not only to describe but also to
analyse: it seeks to look at the why of events not just the what
(Tuckman, 1988).
 QUALITATIVE AND QUANTITATIVE
• In contrast, the focus of quantitative research is objective
measures rather than subjective experience. Data is collected
in some objective and replicable manner; this methodology
provides greater distance between the data and researcher
than in qualitative studies. In addition, data is usually analysed
statistically in this type of research. The tools of quantitative
research include test performance scores, physiological
readings, survey responses and spectrometer readings.
 ACTION RESEARCH
• Used in applied settings. This approach involves the researcher
collaborating with students or work colleagues in order to
bring about change, to develop new skills or to problem solve
in a particular situation that directly arises from the setting. A
distinguishing feature of this approach is its spiraling and
cyclical nature typically involving stages such as planning, action,
observation and reflection.
 CASE STUDY
• This type of research looks in depth at particular issues with a
single or small number of subjects. Advantages of case study
research are that the researcher can investigate a
characteristic and/or its development in depth and at close
range.
 ETHNOGRAPHIC
• Ethnographic research is a means of gaining insight into a
culture or social process. It involves participant observation,
which means the researcher becomes immersed in the daily
lives of the people or community he or she is observing. Data
for ethnographic studies may include field notes, interviews,
taped conversations.
 EXPERIMENTAL
• This type of research uses quantitative methods and involves a
formal control of variables. It may occur in a laboratory
situation. True experimental studies investigate possible cause and
effect relationships by exposing one or more experimental
groups to one or more treatment conditions and comparing
them to control groups who are equal in other respects but do
not receive the treatment/s. This type of design allows a
comparison to be made and a conclusion drawn about the
effect of the treatment. Experimental designs demand scientific
principles such as objectivity, replicability and validity be upheld.
 EXPERIMENTAL
• Out of a laboratory it is often difficult to control all of the
variables that impact upon an experiment. Quasi-experimental
designs use experimental methodology without total control of
relevant variables. Although the researcher in this situation
compromises the internal validity of the experiment (since not
all variables are controlled), they may gain some external
validity as the results they have obtained would be generalisable
to other similar situations in the real world.
 INTERVENTIONIST
• As the term implies, interventionist studies involve some
deliberate change in a particular process or situation so that
the effects can be monitored and evaluated. Interventionist
studies tend to have less control over variables than
experimental studies. Action research is a type of
interventionist research as all participants intervene to create
change. Interventionist research also occurs in a more
scientific research setting where change can be engineered by
an agent external to the experimental groups.
 PHENOMENOLOGICAL
• This approach investigates ordinary human life experiences
within their context to discover meaning. Thus, an individual’s
‘life world’ or ‘living experience’ is studied as he or she
experiences it rather than looking to categorise the
experience or theorise about it. Examples are frequently used
in this approach to illustrate the significance of the ‘life
experience’ being described. An example of a research
question using this approach is what is the nature of the
experience of becoming a nurse?” and the aim of this research
would be to understand this experience (Munhall, 1994).
 LONGITUDINAL
• In this type of study data is collected repeatedly over a period
of time in order to document or measure changes which have
occurred in the population over the period of the study.
Longitudinal studies may also occur over many years and have
a developmental focus or a correlational focus. Data for
longitudinal studies can include surveys, interviews, diaries, test
results, documents such as student writing.
 DEVELOPMENTAL

• Investigates patterns and sequences of growth and/or change

as a function of time.
 CORRELATIONAL

• Investigates two or more existing situations in order to

determine and explain their differences and similarities.
 MULTI-METHOD RESEARCH

• Data is gathered about a range of related issues using a mix of

methods.
 TRIANGULATED DATA
• It involves the comparison of data relating to the same issue
or phenomenon of investigation but from different
perspectives or from different methods of collection: for
example, comparison of data from different stages of research;
comparison of data from different sets of participants; or
comparison of data from different tests that purport to
measure the same variable. Data is therefore crosschecked in
order to confirm the hypothesis. Triangulation of data can
show up disjunctions in the research results, as well as provide
additional insights.
 GROUNDED THEORY RESEARCH

• Data is gathered and analysed to generate hypotheses that are

grounded in practice.
 INTERPRETIVE

• Data is gathered that generates ‘thick’ description &

interpretation and that allows theory building.
 HISTORICAL

• Reconstructs the past objectively and accurately, often in

relation to the tenability of an hypothesis.
 DESCRIPTIVE

• Systematically describes a situation or area of interest, factually

and accurately.
 EVALUATIVE

• Determines whether a particular program or procedure is

providing the expected outcome.
• Basically the DHVTSU-RDSO adopted two
research methodologies, namely, the quantitative
approach and the qualitative approach.
OUTLINE

• Introduction to Research
• Research Models and Methods
• Developing a Research Proposal
• Thesis Structure Guidelines