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2. Your Instructor: Dr. Zarinah Arshat Department of Human Development and Family Studies Faculty of Human Ecology Universiti Putra Malaysia Room: Blok B, 1st Floor, FEM Contact #: 03-89467139; 012-2611674 Email: zarinah_upm@putra.upm.edu.my 2

3. FEM 3002 is a compulsory course for the Bachelor Science (Human Development) programme. At the end of this modul students will be able to:  discuss the philosophy of research, and the concepts of science and the scientific methods.  describe the research design in human development  describe the steps in preparing and conducting a research project  analyze and interpret research data and prepare a research report. 3

4. Introduction to research design and analysis in Human Development. Meaning of science, scientific research and its application in Human Development. Research planning process, data analysis and interpretation, report writing and presentation of research findings. (Pengenalan kepada rekabentuk dan analisis penyelidikan di dalam Pembangunan Manusia. Pengertian Sains, penyelidikan saintifik dan penggunaannya di dalam Pembangunan Manusia. Perancangan dan proses penyelidikan, analisis dan interpretasi data, penulisan dan penyampaian hasil penyelidikan). 4

5. No.Item% 1.COURSEWORK60 i) Mid-semester Test25 ii) Assignment 1: Research proposal (10 pages) 15 iii) Assignment 2 : On-line SPSS Tutorial Exercise (30 pages) 20 2.FINAL EXAM (Comprehensive)40 Total100 5

6. 1. Beins, B. C. (2003). Research methods: A tool for life. Boston: Pearson/Allyn and Bacon. 2. Charles, S. (2007). Research methods for the behavioral sciences (3rd. ed.). Boston, MA: Houghton Miffin Co. 3. Creasey, G. L. (2006). Research methods in lifespan development. Boston, MA: Pearson Education. 4. Devlin, A. S. (2006). Research methods: Planning, conducting and presenting research. Belmont, CA: Thomson/Wadsworth 5. Gravetter, F. J. (2006). Research methods for the behavioral sciences. Belmont, CA: Thomson/Wadsworth 6. McBurney, D. H. (2004). Research methods (6th ed.). Australia: Thomson/Wadsworth 7. Trochim, William M. (2006). The Research Methods Knowledge Base, 2nd Edition. Internet WWW page, at URL: REFERENCES 6

7. Test & Exam Structure:  Objective and Subjective 7

8. I. What is Research? II. Definition of Research by Past Scholars III. Philosophy of Research IV. Why do we do Research? V. Characteristics of Research VI. Classification and Types of Research 8

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10. RE SEARCH 10

11.  Old French word “cerchier”, meaning to search or seek.  The word “re” means again.  So, the search is done many times. 11

12.  Why Re?  Why do so many times? To be sure …… To be certain …… …………that something really occur …………that something really happen …………that a phenomena really exist 12

13.  Through repetitive experiments:  Madame Curie discovered radium.  Alexander Graham Bell --- telephone.  Wright Brothers --- aeroplane.  Other examples? 13

14. Basicly, the word research means: Study Exploration Examination Investigation Inquiry What is Research? 14

15. Research is a / an ……….…….  seeking activity  investigation  facts finding  discovering activity  solving problem activity  data collection activity  establishing empirical evidence  structured activity using the scientific method Research Concept 15

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17. ScholarMeaning Kerlinger (1973)An effort to analyze data using the scientific method in a formal and systematic way. Its purpose is to find answers to questions or problems. Grosof & Sardy (1985)Proces, prosedure, or strategy using the scientific method. Touliatos and Compton (1988) An effort in discovering new ideas, describing situations and events, as well as describing phenomena. Ahmad Mahdzan(1992)Systematic method used by humans to increase knowledge. Salkind (1994)A process of discovering new knowledge. Barbie (2001)An investigation using the scientific method that is frequently used by human to describe/predict events or future happenings. 17

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19.  The term philosophy derives from a combination of the Greek words philos = love sophia = wisdom  Nature of knowledge and belief.  In research the concerned is on the investigation of what distinguishes mere belief from knowledge. 19

20. 1. INTUITIVE KNOWLEDGE 2. AUTHORITATIVE KNOWLEDGE 3. LOGICAL KNOWLEDGE 4. EMPIRICAL KNOWLEDGE 20

21. 1. Intuitive Knowledge  belief, faith, intuition, etc.  based on feelings, not hard, cold "facts." 2. Authoritative Knowledge  information from people, books, a supreme being, etc.  Its strength depends on the strength of these sources. 21

22. 3. Logical Knowledge  based on reasoning  from "point A" (which is generally accepted) to "point B" (the new knowledge). 4. Empirical Knowledge  based on demonstrable, objective facts (gathered thro’ observation and/or experimentation). 22

23. Research often makes use of all four of these ways of knowing: 1. INTUITIVE (when coming up with an initial idea for research) 2. AUTHORITATIVE (when reviewing the professional literature) 3. LOGICAL (when reasoning from findings to conclusions) 4. EMPIRICAL (when engaging in procedures that lead to these findings) The empirical knowledge, is what most modern research acquisition aims at establishing, which is known as empirical research. 23

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25.  To discover new information.  To expand existing knowledge.  To investigate specific questions or problems 25

26.  To validate past information  To investigate existing phenomena.  To determine new uses of, and applications for, existing goods and services. 26

27.  It provides answers for questions like what, where, when, how and why.  Brings out information that might not be discovered in ordinary course of life  It contributes to theory and generalizations  Verifies existing theories and facts. 27

28.  May enable us to predict events  Helps in establishing inter-relationships and derive explanations  Helps developing new tools, concepts and theories to study phenomenon. 28

29.  Research essential for  Advancement of scientific knowledge and/or  development of newer technologies  improvement of quality of life ‘Today’s research is for tomorrow's advancement’ 29

30. For students in social science, research is directed toward  finding,  applying &  interpreting data that can promote betterment in individual and family life, and of the society. 30

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32.  Originates with a question or problem.  Requires clear articulation of a goal.  Follows a specific plan or procedure.  Often divides main problem into subproblems.  Guided by specific problem, question, or hypothesis.  Accepts certain critical assumptions.  Requires collection and interpretation of data.  Cyclical (helical) in nature. 32

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34. 34 II. Classification & Types of Research CLASSIFICATIONTYPES I). Application1. Pure/Basic Research 2. Applied Research II). Objectives1. Descriptive research 2. Exploratory 3. Correlational 4. Explanatory III). Types of information sought 1. Quantitative research 2. Qualitative research 3. Mixed methods

35. 35 CLASSIFICATION BY APPLICATION PURE/BASIC (Fundamental research)APPLIED RESEARCH Address theoretical issues Produce solution to a specific issues/problem Expand existing knowledge Seek additional knowledge Explore the unknown Solve immediate, practical problem Emphasize explanation Emphasize application Complex methodology Simple methodology Seeks answers, solutions, developments, and/or uses related to topics/problems that are new & different Uses known information, products, and/or services Long-term application Short-term application

36. What is the strength of Malaysian familes?  Developing family strength inventory of Malaysian families.  Why does deviant behavior occur?  Stimulate new ways of thinking about deviance. 36

37.  Factors related to adolescents’ conduct problem.  Information relevant for parents, educators, police, policy makers, etc., who are trying to prevent delinquency.  Action research, social impact assessment research are popular examples of applied research.  Most social science research are applied in nature. 37

38. 38 CLASSIFICATION BY OBJECTIVES DescriptiveExploratoryCorrelationalExplanatory Describe systematically a situation/topic of interest. e.g., describe the attitude of UPM students toward smoking. Explore areas of limited knowledge. Feasibility/pilot study. May result in full study. Also use to develop, refine, and/or test measurement tools and procedures e.g., describe the prevalence of smoking amongst UPM students. Determine the extent of the existence of a relationship between 2 or > aspect of a situation. e.g., what is the relationship between smoking and the incidence of heart attack? Clarify why and how there is a relationship between 2 aspects of a situation. e.g., why cigarette smoking results in heart attack?

39. CLASSIFICATION BY INFORMATION SOUGHT ASPECTSQUANTITATIVEQUALITATIVE Views on the world  Assumed social facts have objective truth, removed from individual beliefs.  Assumed that truth is constructed from social, individual or group definition of a situation. Research Purpose  Describe reason for change in social facts through measurement and objective analysis.  Emphasize more on understanding social phenomena from the perspective of the actor based on his/her participation. Approach  Use approach such as experimental or correlation that distant a person from clearly understanding social facts.  Use approach such as ethnography that can help in understanding a research situation clearly. Researcher’s role  Researcher removes self from the subject to avoid bias.  Researchers immerse self in the research phenomena. 39

40. QUANTITATIVEQUALITATIVE Data are in the form of numbers.Data are in the form of words Deductive processInductive process Theory-based from onset.No theoretical emphasis onset Reality is objectiveReality is subjective Researcher is independent from subject Researcher interacts with subjects Value-free and unbiasedValue-laden and biased Context-freeContext-bound Generalization for explanation/ understanding & prediction Patterns, theories developed for understanding Accurate & reliable through validity and reliability Accurate and reliable through verification Statistical reportNarrative report 40

41. QNQL Observe using structure questionnaire Observe/ask questions with open-ended answers Data entryRecord what is said and/or done Data analysisInterpret Data interpretationsReturn to observe/ask more questions (recurring cycle 2-4 Draw conclusionsTheorizing General Sequence for Qn & Ql. Method 41

42. Collect both quantitative & qualitative data Develops rationale for mixing Integrates data at different stages of inquiry Employs both qualitative and quantitative data analysis Both statistical and narrative reports. 42 Mixed methods

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44. I. Identifying problem II. Developing hypothesis III. Data Collection IV. Data analysis V. Report Writing 44

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46. A CLEAR CUT STRUCTURE BeginningMiddleEnd 46

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48. (I) Identifying problem (2) Developing hypothesis (3) Data collection (4) Data analysis (5) Report writing 48 5 steps in research process:

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50.  Research begins with a problem.  This problem need not be Earth-shaking.  Identifying this problem can actually be the hardest part of research.  In general, good research projects should:  Address an important question.  Advance knowledge. 50

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52.  A successful hypothesis becomes a scientific theory. What is a Hypothesis:  hunch or expectations that social scientists have about relationships between or among variables,  commonly but not always expressed as the expectation that variation in an independent variable will “cause” or be associated with variation in a dependent variable. 52

53.  A hypothesis is a specific, testable prediction about what you expect to happen in your study.  For example, a study designed to look at the relationship between study habits and test anxiety might have a hypothesis that states, “This study is designed to assess the hypothesis that students with better study habits will suffer less test anxiety.”  Unless your study is exploratory in nature, your hypothesis should always explain what you expect to happen during the course of your experiment or research. 53

54.  contains at least 2 variables.  states the relationship between 2 variables.  stated in a simple, clear, accurate and specific form.  present the study variable in an operational term.  can be tested to determine the extend to which it can be supported or rejected. 54

55.  can be deduced from theory, past research or observation, thus, it must be consistent with the existing knowledge or what is already known.  provides the guide for which research strategy to use.  help to identify the type of data to be collected.  help to identify which statistic to use in analyzing data.  facilitate in how to reach a conclusion in solving the research problem. 55

56. Form  Null hypothesis  Alternative hypothesis Classes  Directional  Non-directional 56

57.  also known as statistical hypothesis or zero hypothesis. ().  labelled as H 0  states that there is no difference or relationship between the groups or variables measured.  statement to be rejected. 57

58.  also known as the research hypothesis or working hypothesis.  labelled as H a.  states that there is a difference or relationships between groups or variables that are being measured.  statement to be accepted. 58

59.  is a hypothesis that specifies the direction of the predicted relationship that is whether the predicted relationship will be positive or negative.  enough evidence to deduce for the direction of the expected results (IV on DV). 59

60.  is a hypothesis that does not indicate the direction of the expected research results.  positive or negative results of the investigation will not be stated. 60

61. NullThere is no significant relationship between number of hours studying and test score. AlternativeThere is a significant relationship between number of hours studying and test score. DirectionalStudents who study longer hours will get higher score on the test. Non-directionalNumber of hours studying will influence test score. 61

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63.  Can influence the quality of an investigation.  Popular procedure include  Test and measurement scale  Observation  Questionnaire  Interview 63

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65.  Ways to use/organize/manipulate data in order to reach research conclusions. 65

66. 1. EDITING DATA 2. CODING DATA 3. DEVELOPING A FRAME OF ANALYSIS 4. ANALYSING DATA 66

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68.  Contains a description of the research that encompass the results  Must inline with your objectives  Using the APA styles WRITING QUANTITATIVE REPORTS 68

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70. I. Meaning and Purpose of Research Design II. Types of Research Design 70

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72. 72 What is Research Design? A plan, structure and strategy of investigation to obtain answers to research questions or problems It includes an outline of what the investigator will do from writing the hypotheses and their operational implications to the final analysis of data (Kerlinger, 1986:279).

73. 73 Purpose of Research Design identify the most appropriate method in conducting research identify research variable & how to operationalize it the robust and objective research Answer questions and make decision related to aspects such as research purpose, information/data resources, location & appropriate time to conduct the research identify the most economical method in conducting the research

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75. 75 TYPES OF RESEARCH DESIGN Experimental ResearchNon-Experimental Research True Experimental Designs Quasi-Experimental Designs 1.Historical Research 2.Descriptive Research a)Case Studies b)Survey Research 3.Developmental Research a)Longitudinal Research b)Cross-Sectional Research 4.Correlational Research

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77. 77 HISTORICAL RESEARCH/HISTORGRAPHY What?Attempt to identify:Source of Data Limitations Study past events i). Factors from the past that have impact on the present of the future. ii).Factors from two or more periods in the past that may be compared and may or may not be related to the present or the future. iii). Factors from one or more periods in the past that are compared with or related to the future. Documents Oral histories Remains, remnant, and relics Generalizability

78. 78 DESCRIPTIVE RESEARCH What?Case StudySurvey Describe the current state of affairs of some phenomenon at the time of the study. Study an individual or an institution as detailed as possible. Basic tools: Indepth interview Qualitative observation Study directly the characteristics of population thro’ surveys. Examines the frequency & relationships betw. psychological and sociological variables - -- attitudes, beliefs, prejudice, opinion. Basic tools: Questionnaire Interviews

79. 79 CASE STUDYSURVEY RESEARCH ADVANTAGESi.Focus on one individual or one thing, allows close examination ii.Encourage use of several techniques. iii.Richer data. iv.Suggestions directions for further study. i.Give broad picture of phenomenon studied. ii.Survey research is efficient. iii.Can yield remarkably accurate results DISADVANTAGESi.time consuming ii. biased view of one person iii.provide depth, not breadth iv. not for establishing any cause- and-effect links v.generalizability is limited Bias i.Interviewer bias ii.Questionnaire bias Uncooperative respondents i.Refused to answer as in mail surveys

80. 80 Developmental Research Study patterns and sequences of growth and/or change as part or function of time. Longitudinal ResearchCross-Sectional Research Examines one group of people repeatedly over time, Examine change over an extended period of time. Study same respondents studied according to age increment Examines several groups of people at one point in time. Examine age differences rather than age changes. Study different respondents with different age categories.

81. 81 ADVANTAGES Longitudinal ResearchCross-Sectional Research Reveals extensive detail on the process of of development Inexpensive High comparability of (the same) groups Short time span Allows for the study of continuity between widely differing groups Low dropout rate Allows modified cause and effect speculation about the relationship between variables Requires no long-term administration or cooperation between staff and participants

82. 82 DISADVANTAGES Longitudinal ResearchCross-Sectional Research Expensive to conductLimits comparability of groups Potential for high dropout rate (mortality/attrition) Gives no idea as to the direction of change that a group might take. Examines people of the different chronological age Examines people of the same chronological age who may be of different maturational ages. Reveals continuity of development on a person-by- person case. Reveals nothing about the continuity of development on a person-by-person case.

83. Correlational Research Describes the linear relationship between 2 or more variables no hinting on the effect of one variable to another Determine the extent to which variations/change in one factor/variable, Corresponds/relates to variations in one or > other factors/variables. 83

84. 84 Focus on the amount of variance shared between 2 variables. That is the more 2 things have in common, the more strongly related they will be to each other (e.g., relationship between reading & mathematics vs. reading & physical strength. A B A B AB 1 2 3

85.  Frequent measure used to assess degree of relatedness is the correlation coefficient a numerical index reflecting the relationship between 2 variables. expressed as a number between -1.00 and +1.00 Strength increases as amount of variance one variable shares with another increases. 85

86.  The important quality of a correlation coefficient is not its sign, but its absolute value.  A correlation of -.75 is stronger than a correlation of +.65, just as a correlation of +.58 is weaker than a correlation of -.70.  Pearson product moment correlation – search detail. 86

87.  Correlations can be direct/positive as one variable changes in value, the other changes in the same direction.  Correlations can also be indirect/negative as one variable changes in value in one direction, the other changes in the opposite direction. 87

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89.  Focuses on analyzing the cause and effects of a phenomenon.  To test the presence of a distinct cause and effect: A does cause B to happen? A does not cause B to happen? (change in one factor are causally related to changes in the other – there are not just related; i.e., they share something, but one directly affects the other) 89 True Experimental Research Design

90. Expt. design delineates several procedures that must be followed by researchers, as follows: 1. Determines control group randomly which, based on statistical characteristics is similar to the experimental or treatment group (similar in statistic  characteristics of the population used so that the subjects of the study are comparable and not extreme, for example, heights not exceeding 7 feet, between the two groups). 2. Control and experimental groups originate from the same population (this will help to determine similarities in terms of statistics) 90

91. 3. Subjects in the control group are not exposed to the treatment, intervention or changes or variable(s) that will be manipulated. 4. Both groups must comprise equal numbers of subjects. 5. Conduct pre-test for the dependent variable for both control and experimental groups. 91

92. 6. Conduct post-test for the dependent variable for both control and experimental groups. 7. Your study is complete after the post-test. You can conduct the post-test as many times as needed even when the experiment is taking place. Your research results are interpreted based on the differences in the post-tests between the experimental and control groups. 92

93.  is designed to parallel true experiment.  not lower in value than true experiment.  sometimes better and more realistic than the true experiment. 93

94.  sometimes known as expo-facto research since, done after phenomena took place.  IV is difficult to manipulate as in the true experiment.  does not emphasize the element of randomness as in the true experiment. 94

95.  subject is not randomly selected to be in any kind of situation.  subjects are chosen based on the IV ( e.g., age & sex).  the validity for the quasi experimental research is lower than the true experimental research. 95

96. Quasi experimental research can be classified according to three categories: 1) Quasi experiment using ‘subject variables’  Comparison between different subjects  Pre-test and post-test measurements of the dependent variables 2) Quasi experiment using ‘environmental variable’ (time –series design)  Comparison among the same subjects  Several observations made on the same subject for a period of time 3) Quasi experiment involving time panel/cohort:  Testing for developmental change. For example, comparing the academic achievement of PJJ students cohort of May 2003/04 with those of May 2005/6 96

97. 1). The Effects of Taking Breakfast Experimental Group? Control Group? 2) The Effects of Cigarette Smoking on Unborn Child Experimental Group? Control Group? 97