GSU07315: LECTURE 01

Lecturer: Adam B. Mtaho

 GSU07315: LECTURE 01
• 13.15.1 subject Code: GSU07315
• 13.15.2 Name: Research Methodology
• 13.15.3 Number of Credits: 10
• 13.15.5 Prerequisite Module: None
• 13.15.6 Sub – Enabling Out Comes
• 3.5.1 Apply research skills to formulate meaningful research
problem.
• 3.5.2 Apply research skills in formulating problem statement,
research objectives and meaningful research questions
• 3.5.3 Demonstrate knowledge of research literature in their
area of specialization
 GSU07315: LECTURE 01

• Sub – Enabling Out Comes…

• 3.5.4 Apply research skills in data gathering and conduct

various types of research, including case study methods,
survey design, and primary data collection methods such as
observation, open-ended interviewing and the design of
questionnaires.
• 3.5.5 Apply statistical and other techniques, skills, and tools
to analyze data collected and interpret the findings.
• 3.5.6 Write or prepare research reports
The Defi nition and Importance of Educational Research

• Research is a process of steps used to collect and

analyze data/ information to increase our understanding
of a topic or issue.
• At a general level, research consists of three steps:
• 1. Pose a question.
• 2. Collect data to answer the question.
• 3. Present an answer to the question
Why research? Contribution
• Research Adds to Our Knowledge
• Research Improves Practice
• Research Informs Policy Debates
Contribution of Research in ICT and STE

Hevner (2013)
The steps in the process of research
• Researchers begin a study by identifying a research
problem that they need to address.
• They write about this “problem” in the opening
passages of their study and, in effect, give you as a
reader the rationale for why the study is important and
why you need to read their study.
The Six Steps in the Process of Research

1. Identifying a Research Problem

2. Reviewing the Literature
3. Specifying a Purpose for Research
4. Collecting Data
5. Analyzing and Interpreting the Data
6. Reporting and Evaluating Research
The Six Steps in the Process of Research…
1-Identifying a Research Problem

• What is the specific controversy or issue that I need to

address?” Escalating violence in the schools
• “Why is this problem important?” Schools need to
reduce the violence; students will learn better if violence
is less a part of their lives, etc.
• “How will my study add to what we already know about
this problem?” We really
• don’t have many school plans for addressing this
escalating violence
• “Who will benefit t from what I learn about this problem
1-Identifying a Research Problem…
• Recall that a research problem is an educational issue,
concern, or controversy that the researcher investigates
• What types of research problems do you study?
• Sometimes research problems come from issues or concerns
found in schools or other educational settings. We will call
these practical research problems
1-Identifying a Research Problem…
• In other research studies the “problem” will be based
on a need for further research because a gap exists or
we need to extend the research into other areas.
• It might also be based on conflicting evidence in the
literature.
• This type of problem is a research based research
problem.
1-Identifying a Research Problem…
• Research problems are the educational issues,
controversies, or concerns that guide the need for
conducting a study.
• Good research problems can be found in our
educational settings, such as:
1. The disruptions caused by at-risk students in classrooms
2. The increase in violence on college campuses
3. The lack of parental involvement in schools for students
with challenging behaviors
1-Identifying a Research Problem…
• To locate the research problem in a study, ask
• yourself:
• ◆ What was the issue, problem, or controversy that the
researcher wanted to address?
• ◆ What controversy leads to a need for this study?
• ◆ What was the concern being addressed “behind” this
study?
• ◆ Is there a sentence like “The problem addressed in
this study is . . .”?
1-Identifying a Research Problem…
• CLASS WORK.
• Identify any four research problems at
—Family level
—At the school
—At the college
—at your village, district, region
—In the country
Research: topic, problem, and purpose, questions
• Consider the differences among these parts of
• research:
• A research topic is the broad subject matter addressed
by the study. Maria, for
• example, seeks to study weapon possession by students
in schools.
• ◆ A research problem is a general educational issue,
concern, or controversy addressed in research that
narrows the topic. The problem Maria addresses is the
• escalating violence in schools due, in part, to students
possessing weapons.
Research: topic, problem, and purpose,
questions…
• A purpose is the major intent or objective of the study
used to address the problem.
• Maria might state the purpose of her study as follows:
“The purpose of my study will be to identify factors that
influence the extent to which students carry weapons
• in high schools.”
• Research questions narrow the purpose into specific
questions that the researcher would like answered or
addressed in the study. Maria might ask, “Do peers
influence students to carry weapons?”
Research: topic, problem, and purpose,
questions…

• Source. Creswll p.60

Criteria for Deciding Whether a Problem
Can and Should Be Researched

• Before designing and writing about the problem,

researchers need to consider whether it can and should
be studied.
• The researcher must have access to people and sites
and possess the time, resources, and skills to study the
problem.
• The study needs to contribute to knowledge and
practice.
• There also needs to be a match between the research
problem and the approach—quantitative or qualitative—
chosen for the study.
Should the Problem Be Researched?
• There are five ways to assess whether you should research a problem:
I. Study the problem if your study will fill a gap or void in
the existing literature
II.Study the problem if your study replicates a past study
but examines different participants and different
research sites.
III.Study the problem if your study extends past research
or examines the topic more thoroughly.
IV.Study the problem if your study gives voice to people
silenced, not heard, or rejected in society.
V. Study the problem if your study informs practice.
Writing statement of the problem
section/research background/background of
the study/problem
• The statement of the problem section includes the
actual research problem as well
• as four other aspects:
• 1. The topic
• 2. The research problem
• 3. A justification of the importance of the problem as
found in the past research and in practice
• 4. The deficiencies in our existing knowledge about the
problem
• 5. The audiences that will benefit from a study of the
problem
Writing statement of the problem section/research
background/background of the study/problem
• 1. The topic: An educational topic is the broad subject matter that a
researcher wishes to address in a study and that creates initial interest for the
reader.
Writing statement of the problem section/research
background/background of the study/problem…
• 1. The topic: An educational topic is the broad subject
matter that a researcher wishes to address in a study
and that creates initial interest for the reader.
• Show attention or need: narrative hook.
2. research problem
• ◆ A research problem is a general educational issue,
concern, or controversy addressed in research that
narrows the topic.
• May be presented it as a single sentence or as a couple of short sentences, as a
deficiency in the literature,
• Eg. Theproblem Maria addresses is the escalating
violence in schools due, in part, to students possessing
weapons.
3.. Justification of the Importance of the Problem

• Justifying a research problem means presenting reasons for the

importance of studying the issue or concern.
• Other researchers and experts as reported in the literature
• Experiences others have had in the workplace
• Personal experiences
4. Deficiencies in What We Know
• Deficiency in the evidence means that the past
literature or practical experiences of the researchers
• does not adequately address the research problem. For
example, deficiencies in the
• research may require a need to extend the research,
replicate a study, explore a topic, lift the voices of
marginalized people, or add to practice.
• As you summarize these deficiencies, identify two or three
reasons why existing research and practice are deficient in
addressing the research problem, and state
these reasons toward the end of the introduction to the
study.
5. The Audience

• The audience in a “statement of the problem” section needs to

be identified. It consists of individuals and groups who will
read and potentially benefit from the information provided in
your research study.
WHAT ARE SOME STRATEGIES FOR WRITING THE “STATEMENT OF
THE PROBLEM” SECTION?

1. Template
2. To use frequent references to the literature throughout
this introductory passage.
3. To provide references from statistical trends to support
the importance of studying the research problem.
4. to use quotes from participants in a study or from
notes obtained from observing participants
Sample template
• The Difference between Quantitative and
Qualitative
• Research Problems
• Research problems best studied using the quantitative
approach are those in which the
• issue needs to be explained; problems best addressed
by the qualitative approach are
• those that need to be explored.
The Five Elements of a “Statement of the
Problem” Section

• The “statement of the problem” section or the

introduction to a study includes five elements:
1. the educational topic,
2. the research problem,
3. a justification for the problem based on past research
and practice,
4. deficiencies or shortcomings of past research or
practice,
5. and the importance of addressing the problem for
diverse audiences.
6. This is an ideal order for these sections
Types of research
• Quantitative
• Qualitative Research
• Mixed research

• Pure /basic and applied research

The Characteristics of Quantitative and Qualitative
Research
• In quantitative research, the investigator identifies a
research problem based on trends in the field or on the
need to explain why something occurs
• Some quantitative research problems require that you
explain how one
• variable affects another.
• HW: identify the major characteristics of the
quantitative research
The Characteristics of Quantitative and Qualitative
Research…
• Qualitative research is best suited to address a research
problem in which you do not know the variables and
need to explore.
• A central phenomenon is the key concept, idea, or
process studied in qualitative research.
• HW: identify the major characteristics of the qualitative
research.
• Mixed research combines both Quantitative and
Qualitative
The Characteristics of Quantitative and Qualitative Research

Creswell (P. 12)

The Types of Research Designs Associated with
Quantitative and Qualitative Research
• Research designs are the specific cprocedures involved in the research process:
data collection, data analysis, and report writing.