HASSAN USMAN KATSINA POLYTECHNIC,

COLLEGE OF SCIENCE AND TECHNOLOGY,

DEPARTMENT OF COMPUTER STUDIES.

COURSE TITLE: SEMINAR ON COMPUTER AND SOCIETY

COURSE CODE: COM 222

BY

ABDULRAHMAN ABBA HUDU

Email: [email protected]
[email protected]

NOVEMBER, 2024

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WHAT IS A RESEARCH?
Research is a combination of both experience & reasoning and must be regarded as the most
successful approach to the discovery of truth (particularly in natural sciences)
A combination of investigation of past work and effort in the present that will help others in the
future.
Research is also a process of inquiry. It entails the following steps:
1. Posing a question
2. Developing a procedure to answer that question
3. Following that procedure.
 A set of opposites
 Fun and frustration
 Small steps and large insights
 Building on others’ work and contributing your own work
 Finding or developing something new that changes the world.

SCIENTIFIC RESEARCH
Scientific research is the process of inquiry in which we:

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 1. Pose a question about the physical world
2. Develop a set of procedures using the rational process that if followed, would
convincingly answer that question
3. Plan to make appropriate empirical observations
4. Rationally interpret the empirical observation to arrive at a conclusion.
Therefore SR= involves the principles and processes regarded as characteristic of or necessary
for scientific investigation process or approach to generating valid and trustworthy knowledge

WHAT ISN’T RESEARCH?

 Playing with technology
 Book report
 Programming project
 Doing what others have already done
 However, each of these can be done as part of research

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WHO DOES RESEARCH?
 Graduate Students
 Masters Degree (lower standard) – Like you
 Ph.D. Degree (higher standard)
 Researchers at universities
 Post-Doctoral students
 Faculty members
 Researchers in industry
 Research scientists
 Many other technical workers
 Undergraduate students
 Individuals
 Teams: almost always make the process easier
 Division of labor
 Feedback from team members
 Each member can work to own strengths
RESEARCH PROCESS

Review the
Available
Publish Literature Formula
Findings te a
Questio
Interpret Select
n an
Findings Appropriate
Collect Research
Relevant Data Design

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RESEARCH METHODS
 The goal of the research process is to produce new knowledge. This process takes three
main forms
1. Exploratory research which structures and identifies new problems
2. Constructive research which develops solutions to a problem
3. Empirical research which tests the feasibility of a solution using empirical evidence.
TYPES OF RESEARCH
 Applied Research: Applying the result of research finding to solve specific problem
happening in an organization. The aim is to solve current problem
 Basic Research: Enhancing the understanding of certain problem that commonly occur
in organization setting and seek method of solving them. The aim is to generate
knowledge, understand phenomena/problem that occurs in various organization setting.

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THE RESEARCH PROBLEM AND OBJECTIVES
A research problem (also “issue” or “question”) indicates the need or desire to know or to
understand something.
• Problem solving has three steps:
1. Obtaining relevant information about the problem and potential solutions –
research component
2. Examine alternative approaches and chose among them – decision component
3. Determine how to implement the decision and take action – action component
The research problem is the reason the research is being undertaken
The written problem description is the only credible evidence that a clear understanding of the
issue has been achieved.

RESEARCH PROBLEM IDENTIFICATION

• This is the most critical and important part of all research projects.
• The problem is the focus of both basic and applied research. It is the reason (justification)
for the research.
• The problem identification and explanation affect the quality, usefulness, effectiveness,
and efficiency of the research, more than any other part of the research plan.
5 Factors to Consider to Determine that a Problem is Researchable or Not
1. The problem existing in the locality or country but no known solution to the problem.

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 2. The solution can be answered by using statistical methods and techniques.
3. There are probable solutions but they are not yet tested.
4. The occurrence of phenomena requires scientific investigation to arrive at precise
solution.
5. Serious needs/problems of the people where it demands research.

CHARACTERISTICS OF A RESEARCH PROBLEM

 Specific. The problem should be specifically tested.
 Measurable. It is easy to measure by using research instruments, apparatus or equipment.
 Achievable. The data are achievable using correct statistical tools to arrive at precise
results.
 Realistic. Real results are attained because they are gathered scientifically and not
manipulated or maneuvered.
 Time-bound. Time frame is required in every activity because the shorter completion of
the activity, the better.

THE PROBLEM STATEMENT

Research problems are always linked to a more general set of problems, so it is useful to separate
the problem statement into two parts:
1) The General Problem (or problematic situation),
2) The Specific Problem (or the researchable problem).
3) Note that the specific problem is not necessarily “small”, but rather it must be precisely
specified and capable of being addressed with available resources.
Examples
 “The problem of this study was to …”
 “This study was concerned with …”
 “This study is designed to …”
 “The purpose of this investigation is to …”
Sample Problem Statements
1. The problem was to investigate the effects of exercise on blood lipids among college-age
females.

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 2. This study was designed to determine the relationship between stability performance and
physical growth characteristics of preschool children.
3. The present study was designed to identify those characteristics which differentiate
between students who binge drink and those that do not.
4. The problem of the study was to determine is there is a relationship between self-efficacy
and self-reported alcohol usage among middle-aged adult females.
The general problem statement provides the background or setting for the researchable problem.
Usually, it helps to introduce the problem with very general statements, and then progressively
narrow the focus to more specific, precise issues. However, if the reader of the proposal is
already knowledgeable on the subject, the broad general discussion can be reduced i.e. the
problem definition should be tailored for the expected audience.

OBJECTIVES
Objectives specify what the research project proposes to accomplish (do, achieve, estimate,
determine, measure, evaluate, etc.): There are usually best specified in general and specific parts.
Often the shortest part of the proposal, but it is the centerpiece.
1) General objective – states the main purpose of the study. It should derive directly from
the research problem statement. One sentence is best!
2) Specific objectives – a set or list of sub-objectives, each of which contributes to
achieving the general objective

FORMULATE OBJECTIVES

• There are no constant rules or procedures to developing problem and objective

statements.
 It may depend on how much you know about the subject of the research.
• If your knowledge of the subject is limited, you may start with a broad consideration of
the subject
 Then narrow the focus by segmenting problem areas into logical components
(issues, questions, etc.)

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 • If you know more about the research area and already have a good idea about the
researchable problem,
• Then you may need to develop the general dimensions or context of the problem.
• Once the problem has been defined and general objective identified, the specific
objectives often naturally follow, by considering what are important components.
A logical and clearly written statement of problems and objectives is often the most
difficult part of proposal writing.
 Your objectives grow out of your research questions.
 The main difference between objectives and research questions is the way in which they
are written.
 Research questions are obviously that—questions.
 Objectives transform these questions into behavioral aims by using action-oriented words
such as 'to find out', 'to determine', 'to ascertain' and 'to examine‘, ‘to measure’, ‘to
explore’.
Example:

1. To determine the effect of customer expectation on customer satisfaction.

2. To find out the effect of service quality on customer satisfaction.
3. To identify how word of mouth communication impact on customer satisfaction

DATA COLLECTION AND ANALYSIS

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REPORTING THE RESEARCH
Types of Reports
• There are many different formats for reporting research; journal articles, technical research
reports, monographs or books, graduate thesis or dissertations.
• Research is also reported orally at professional meetings, seminars and workshops.
• These oral reports, however, are usually based on previous written reports.
Components of a Research Report

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• The components of a research report often include: Title, Acknowledgements, Abstract,
Table of Contents, Introduction, Literature Review, Conceptual Framework, Methods and
Procedures, Results, Summary and Conclusions
• Note the similarities to the project proposal – sometimes sections of the proposal can be
used directly in the report.
• The above sections apply mostly to graduate thesis and dissertations, not journal articles
which tend to be much briefer.
A. Title
– Same advice as for writing Proposal Titles
– Authors, affiliations, keyword and similar information often on title page
B. Acknowledgements
– Recognize the assistance and support of individuals and organizations, especially funding
C. Abstract
– A compact summary of the research report, sometimes called “executive
summary”
– Extremely important – it is the only thing most people will read (in deciding to
read your paper)
D. Table of Contents
– A listing or outline of the organization of the report. It shows headings,
subheadings and other divisions. Sometimes includes lists of Tables and Figures
(esp. in thesis or dissertation)
– Journal papers usually delete this section
E. Introductions
– Styles for introductions vary, from long and detailed to short or even absent.
F. Review of Literature
– Serves the same purpose as in the research proposal
G. Conceptual Framework
– Likewise, serves the same purpose as in the proposal. Sometimes used directly
from the proposal, but usually undergoes some refinement.
– May be eliminated if readers are non-economists.
H. Methods and Procedures

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 – This section explains how the analysis portion of the research was conducted
– It includes data collection and manipulation, data sources, analytical procedures,
models developed and used, empirical procedures and techniques, and analyses
conducted
– Also includes problems encountered and how they were addressed.
I. Results (Findings)
– Presents and explains the results of the analysis.
– This is the end product of all the analyses from which objectives were either
achieved or not.
– Hypotheses have been tested and the results reported here.
J. Summary and Conclusions
– This provided the reader with a general understanding of the research project.
– It most often includes an overview of the entire study, emphasizing problems,
objectives, methods, procedures and results
– Conclusions represent the researcher’s interpretations of the results
K. List of References
– A listing of all references used in every part of the report. Often very similar to
the research proposal.
L. Appendices
– These can be very useful, but are not always used.
– They can be used to present material that might disrupt the flow of thoughts in the
report (e.g. too much detail) or include information of interest to only some
readers.
– E.g. Mathematical proofs or derivations , some statistical estimations or tests
Writing the Methods/Procedures and Findings
Writing these sections in a research report can have some important differences from the
proposal
 First, the Methods are largely written for other economists. Others may be interested but
will tend to leave judgments of the validity of methods and procedures to the economists.
The effectiveness of this section depends on organization and thoroughness. The
procedures need to be described in a logical sequence.

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  Explain the data used, their source, and any manipulations or adjustments of the data.
 Explain and justify your analytical assumptions. Also explain models you may have used
and be explicit about assumptions made.
 Describe problems you may have encountered and how they were resolved.
 Also, note unsuccessful approaches, techniques and procedures – this may help others to
avoid problems or mistakes.
 Be sure readers know how calculations were made and estimates derived.
 Define all variables, including units of measurement. (These details are easily
overlooked, but are important.)
 Use graphs or other visual aids where appropriate to increase understanding by the
reader. E.g. A diagram of a multi-sector model may help to make linkages and equations
used in the model more clearer.
Results (Findings)

 This presents and explains the results of the study.

 Validity of hypotheses are discussed, along with various test of validity used.
 Don’t just present empirical estimates – these must be analyzed, interpreted and possibly
tested to make findings complete.
– The empirical results are often only the beginning of the most meaningful part of
the research – economic understanding, expertise and insight are needed to fully
interpret the meaning and implications of the estimates.
 Tables and figures are often effectively used to present findings.
 They help to organize and emphasize information in the findings.
 A recommended approach to writing this section is to construct the tables and figures that
form the core of the findings first – then write the narrative which describes and explains
the tables and figures.
Writing the Conclusions
Sometime people confuse Conclusions and Results (Findings). Findings address and test
hypotheses, while Conclusions are concerned with implications or tests of hypotheses.
Conclusions address questions of “so what”?
 Conclusions extrapolate beyond the findings examining and interpreting the implications
of the study.

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  Conclusions allow judgment of the researcher about implications of the study. This
judgment must be supported by logic, but is subjective.
“Conclusions are a final inductive phase of the research, which are a matter of judgment …
generally it is wiser to understate rather than to overstate.”
 You may offer insights about the implications of your study and findings of other studies.
 Policy implications of your study may be considered even if these were not among the
objectives of the study.
 Conclusions may specify what the study implies as well as what it does not imply.
 Researchers may see a need to avoid improper use of the research results.

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