1. Research Methodology and Seminar EEE 4721 Presented by Md Ikbal Hossain Assistant Professor, EEE, IIUC

2. Objective of this course  The aim of the course is to teach students: the systematic approach to doing any research  and how to present the results obtained from it in a convincing way.

3. Syllabus up to Mid-Term (30 Marks) 1. Introduction: Research motivation, research objective, contribution, methodology and research outlines 2. Literature Reviews: Element of research, reviewing of related works, choosing of methodology, comparative method, proposed method 3. Design of Research Methodology: Designing of proposed method. Reference Book: Research Methodology, Methods and Techniques (Kothari, C. R.)

4. What is Research? “Research is the systematic approach to obtaining and confirming new and reliable knowledge” – Systematic and orderly (following a series of steps) – Purpose is new knowledge, which must be reliable Research is not---- 1. Accidental discovery 2. Data Collection 3. Searching out published research results

5. Meaning of Research 1.Searching for explanation of events, phenomena, relationships and causes – What, how and why things occur – Are there interactions? 2.A process – Planned and managed – to make the information generated credible – The process is creative – It is circular – always leads to more questions

6. Meaning of Research  According to Clifford Woody research comprises defining and redefining problems, formulating hypothesis or suggested solutions; collecting, organising and evaluating data; making deductions and reaching conclusions; and at last carefully testing the conclusions to determine whether they fit the formulating hypothesis.

7. Research Motivation  What makes people to undertake research?  This is a question of fundamental importance. The possible motives for doing research may be either one or more of the following: 1. Desire to get a research degree along with its consequential benefits. 2. Desire to face the challenge in solving the unsolved problems, i.e., concern over practical problems initiates research. 3. Desire to get intellectual joy of doing some creative work. 4. Desire to be of service to society. 5. Desire to get respectability.

8. Research Motivation  However, this is not an exhaustive list of factors motivating people to undertake research studies.  Many more factors such as directives of government, employment conditions, curiosity about new things, desire to understand causal relationships, social thinking and awakening, and the like may as well motivate (or at times compel) people to perform research operations.

9. Problem Statement  A research problem, in general, refers to some difficulty which a researcher experiences in the context of either a theoretical or practical situation and wants to obtain a solution for the same.  Selecting the problems: 1. Subject which is overdone should not be normally chosen, for it will be a difficult task to throw any new light in such a case. 2. Controversial subject should not become the choice of an average researcher.

10. Problem Statement 3. Too narrow or too vague problems should be avoided. 4. Controversial subject should not become the choice of an average researcher. The subject selected for research should be familiar and feasible so that the related research material or sources of research are within one’s reach. 5. The importance of the subject, the qualifications and the training of a researcher, the costs involved, the time factor are few other criteria that must also be considered in selecting a problem. 6. The selection of a problem must be preceded by a preliminary study.

11. Objectives of Research  The purpose of research is to discover answers to questions through the application of scientific procedures.  The main aim of research is to find out the truth which is hidden and which has not been discovered as yet.

12. Objectives of Research  1. To gain familiarity with a phenomenon or to achieve new insights into it (studies with this object in view are termed as exploratory or formulative research studies).  2. To portray accurately the characteristics of a particular individual, situation or a group (studies with this object in view are known as descriptive research studies).  3. To determine the frequency with which something occurs or with which it is associated with something else (studies with this object in view are known as diagnostic research studies).  4. To test a hypothesis of a causal relationship between variables (such studies are known as hypothesis-testing research studies).

13. Literature Review  An overview of previous research on your research topic.  A comprehensive review of all published research that is relevant to your proposed investigation and guided by your research objectives.

14. Questions to Keep in Mind  What is known about the subject?  Are there any gaps in the knowledge of the subject?  Have areas of further study been identified by other researchers that you may want to consider?  Who are the significant research personalities in this area?  Is there consensus about the topic?  What aspects have generated significant debate on the topic?  What methods or problems were identified by others studying in the field and how might they impact your research?  What is the most productive methodology for your research based on the literature you have reviewed?  What is the current status of research in this area?  What sources of information or data were identified that might be useful to you?

15. Purpose of a Literature Review  Convey the depth and breadth of research that has been accomplished on a subject.  Supports the motivation and significance of the research.  Identify important issues and link to hypotheses.  Identify key areas of missing knowledge.  Describe methodologies used.  Describe existing data sets.  Link proposed research to previous and ongoing research efforts -- provide context.  Helps you learn everything about your subject.  Ensures that you are not “reinventing the wheel”.  Helps you learn about the people in the field (important for networking).

16. How to do a Literature Review  Define the research topic.  Compile and prioritize a list of keywords.  Identify sources of information.  Read, evaluate, analyze all the works.  Discuss findings and conclusions with others -- important for understanding context, gaps in previous research.  Divide works into supportive and antithetical positions.  Identify relationships between works in the literature.  Articulate how these apply to your research.

17. Identify Resources  Books  Journals  Conference Papers  Dissertations  Bibliographies  Maps  Internet  Indexes/Abstracts Printed  Electronic Databases  Government publications  Theses  Interviews and other unpublished research

18. Assessment  Assess the quality of the information source: refereed journal article? conference proceedings? corporate report?  Assess the standing of the author academic? journalist? government employee? is the work in their major field of research?

19. Evaluate the Information  determine the facts/points of view  examine new findings  question assumptions  determine if methodology is appropriate  are the objectives clearly outlined  do the conclusions logically follow from the objectives?  identify classic, “landmark” articles  No relevant information? Need to reconsider your search strategy, New keywords Explore other disciplines for information  Too many irrelevant items? Re-evaluate keywords, Narrow scope of your search  Document your search strategy Keep multiple lists of keywords, Indicate what works, what doesn’t

20. Getting the Information  Download full text from the Internet  University library  Interlibrary loan  Government offices  Specialty libraries

21. Information Management  Select a strategy for organizing information Notecards (primitive but it works!) List of references on a computer Bibliographic database software (EndNote)  Develop good lit search habits Start immediately Keep searches up to date Summarize papers that you read

22. Methods and Methodologies Research methods may be understood as all those methods/techniques that are used for conduction of research. Research methods or techniques, thus, refer to the methods the researchers use in performing research operations. In other words, all those methods which are used by the researcher during the course of studying his research problem are termed as research methods. Research methodology is a way to systematically solve the research problem. Thus, when we talk of research methodology we not only talk of the research methods but also consider the logic behind the methods we use in the context of our research study and explain why we are using a particular method or technique and why we are not using others so that research results are capable of being evaluated either by the researcher himself or by others. 22

23. Quantitative and Qualitative research  Quantitative research is based on the measurement of quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity.  Qualitative research, on the other hand, is concerned with qualitative phenomenon, i.e., phenomena relating to or involving quality or kind. For instance, when we are interested in investigating the reasons for human behaviour (i.e., why people think or do certain things), we quite often talk of ‘Motivation Research’, an important type of qualitative research. This type of research aims at discovering the underlying motives and desires, using in depth interviews for the purpose.

24. Quantitative and Qualitative research  Other techniques of such research are word association tests, sentence completion tests, story completion tests and similar other projective techniques. Attitude or opinion research i.e., research designed to find out how people feel or what they think about a particular subject or institution is also qualitative research. Qualitative research is specially important in the behavioural sciences where the aim is to discover the underlying motives of human behaviour. Through such research we can analyse the various factors which motivate people to behave in a particular manner or which make people like or dislike a particular thing. It may be stated, however, that to apply qualitative research in practice is relatively a difficult job and therefore, while doing such research, one should seek guidance from experimental psychologists.

25. Quantitative research  The quantitative involves the generation of data in quantitative form which can be subjected to rigorous quantitative analysis in a formal and rigid fashion. This approach can be further sub-classified into inferential, experimental and simulation approaches to research. The purpose of inferential approach to research is to form a data base from which to infer characteristics or relationships of population. This usually means survey research where a sample of population is studied (questioned or observed) to determine its characteristics, and it is then inferred that the population has the same characteristics.

26. Quantitative research  Experimental approach is characterised by much greater control over the research environment and in this case some variables are manipulated to observe their effect on other variables. Simulation approach involves the construction of an artificial environment within which relevant information and data can be generated. This permits an observation of the dynamic behaviour of a system (or its sub-system) under controlled conditions. The term ‘simulation’ in the context of business and social sciences applications refers to “the operation of a numerical model that represents the structure of a dynamic process. Given the values of initial conditions, parameters and exogenous variables, a simulation is run to represent the behaviour of the process over time.” Simulation approach can also be useful in building models for understanding future conditions.

27. Qualitative research  Qualitative approach to research is concerned with subjective assessment of attitudes, opinions and behaviour. Research in such a situation is a function of researcher’s insights and impressions. Such an approach to research generates results either in non-quantitative form or in the form which are not subjected to rigorous quantitative analysis. Generally, the techniques of focus group interviews, projective techniques and depth interviews are used.

28. Overview of Research Methodologies  Qualitative Research Ethnography, Case Study, Grounded Theory, Autobiography, Participatory Action Research, Phenomenology (each grounded in a specific discipline and philosophical assumptions)  Quantitative Research Survey methods, Experiments  Mixed Methods Draw from qualitative and quantitative methods

29. Quantitative  A quantitative approach is one in which the investigator primarily uses post-positivist claims for developing knowledge (i.e. cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation, and the test of theories). (Creswell, 2003, p.19)

30. Qualitative - Definition  A qualitative approach is one in which the inquirer often makes knowledge claims based primarily on constructivist perspectives (i.e. the multiple meanings of individual experiences, meanings socially and historically constructed, with an intent of developing a theory or pattern) or advocacy/participatory perspectives (i.e. political, issue-oriented, collaborative or change oriented) or both. (Creswell, 2003, p.18)

31. Research Questions  Qualitative In qualitative study inquirers state research questions, not objectives (i.e. specific goals for the research) or hypotheses (i.e. predictions that involve variables and statistical tests). (C., 2003, p.105) Example: How do students use program development tools?

32. Characteristics of Qualitative Research  Takes place in the natural setting  Uses multiple methods that are interpretive  Is emergent rather than tightly prefigured  Fundamentally interpretive (role of researcher as interpreter)  Researcher views social phenomena holistically  Researcher systematically reflects on who he or she is in the inquiry and is sensitive to hiw or her personal biography and how it shapes the study  Researcher uses complex reasoning that is multifaceted, iterative, and simultaneous  Researcher adopts and uses one or more strategies of inquiry

33. Research Contribution

34. Data Analysis (C., p.191)  Organize and prepare the data for analysis  Read all data, get a sense of the whole  Begin detailed analysis with coding process  Generate a description of the setting/people as well as categories or themes for analysis  Represent themes (writing, visual, etc.)  Interpret and make meaning out of data  *iterative, non-linear process

35. Credibility  Use of Triangulation  Use of Member Checking  Use of rich, thick Description  Clarification of Bias  Use of Negative or discrepant information  Prolonged field time  Peer Debriefing  (C., 2003, p.196)

36. Research Methodologies & GILD  Ethnography An ethnography is a description and interpretation of a cultural or social group or system. The research examines the group’s observable and learned patterns of behaviour, customs, and ways of life. (C., 1998,p.58) Rapid Ethnography

37. Research Methodologies & GILD  Case Study … a case study is an exploration of a ‘bounded system’ … over time through detailed, in-depth data collection involving multiple sources of information rich in context. This bounded system is bounded by time and place, and it is the case being studied – a program, an event, an activity, or individuals. (C., 1999, p.61)

38. Useful Methods  Participant observation Gains insight into understanding cultural patterns to determine what’s necessary and needed in tool development (complementary to interviews)  Interviews/Focusgroups with stakeholders Explores how tools are used and could be used in a novice programming course Gains insight into the meaning of tools for students for learning to program

39. Useful Methods  Data analysis Themes arising from data would provide insight into current “learning to program” issues and see what is important to students / teachers / administrators  Survey Useful for verifying results on a larger scale  User Testing Useful for triangulating results

40. Choice of Methodology & Methods  Depends on Research Questions Research Goals Researcher Beliefs and Values Researcher Skills Time and Funds

41. Syllabus Concept of Measurement: Data Collection, data analyzing, compression and discussion Discussion Conclusion Scientific Paper Writing: Abstract, introduction, materials and methods, results, discussion, table, figures, citations, references, format, conference paper, journal paper Seminar and presentation

42. Discussion  (How) Can tool improvement, collaboration, ed-tech questions and learning outcomes be addressed in the same study?  What GILD research questions match which research methodologies?

43. References  Creswell, J.W. (1998). Qualitative inquiry and research design. Choosing among five traditions. Thousand Oaks, CA: Sage.  Creswell, J.W. (2003). Research design. Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.  Denzin, N.K. & Lincoln, Y. (2000). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2 nd ed., pp.1-17). Thousand Oaks, CA: Sage.