Professional Documents
Culture Documents
Faculty of Engineering
Gadjah Mada University
Research Methodology
and
Project Proposal Preparation
Adhy Kurniawan
Faculty of Engineering
Gadjah Mada University
Adhy Kurniawan
1987-1990 SMA 3 Semarang
1990-1991 Fac. Of Economy, Diponegoro
University, Semarang
S1(1991-1996) Civil Engineering Dept.
Gadjah Mada Univ.
S3(1998-2003) Swiss Federal Institute of
Technology Lausanne (EPFL), Swiss
Post Doct (nov.2005-sept.2006) Kyoto
University, Japan
My Goals for Course
Lecture
Presentation and discussion
Homework
Your chance to practice using the
concepts presented in class
Teamwork vs. Individual work?
References
All of literature concerning: Res Met
Marczyk, DeMatteo, Festinger. 2005,
Essentials of Research Design and
Methodology, John Wiley and Sons.
Day and Gastel, 2006, How to write and
Publish a Scientific Report, Greenwood
Press
Metodologi Riset, Etc.
List of students
Alif Ardy Saputra, Geodesi UGM
Anik FR, TL, ITB
Ashri Uswatun, TFisika,UGM
Ayi Fajarwati, TL, ITB
Corry Agustina, Perenc Wil, TA, UGM
Dwi Astuti, TKimia, UGM
Elva Nur , TF, UGM
Erika Kezia, TL, ITB
Fitri Wijayanti, Fisika, UNS
I Nyoman Kusuma, TF, UGM
Ihsan Hasan, T Industri, UII,
Ihwan Ghazali, T Industri, UAD
Iin Lestari, TL, ITB
M Sony Abertiawan, TL, ITB
Maria Auliana, T Sipil, UGM
Norma Pradipta, TArsitektur, UGM
Satrya Alrizki, TGeofisik, ITB
Tatag Lindu Bhakti, TFisika, UGM
Contents
The aims of research,
the research topic,
title and research problem,
literature review,
research design: population and sampling types, types
of quantitative research designs, validity of
conclusions, data-collecting methods and
measuring instruments in quantitative research,
qualitative research designs,
data analysis and interpretation of results,
report writing and the research proposal,
ethical consideration on research.
OVERVIEW OF SCIENCE AND THE
SCIENTIFIC METHOD
science can be defined as a methodological and
systematic approach to the acquisition of new
knowledge.
This definition of science highlights some of the
key differences between how scientists and
nonscientists go about acquiring new
knowledge.
Specifically, rather than relying on mere casual
observations and an informal approach to learn
about the world, scientists attempt to gain new
knowledge by making careful observations and
using systematic, controlled, and
methodical approaches (Shaughnessy &
Zechmeister, 1997).
Shaughnessy, J. J., & Zechmeister, E. B. (1997). Research methods in
psychology (4th ed.). Boston: McGraw Hill.
In addition, scientific knowledge is not
based on the opinions, feelings, or
intuition of the scientist.
Instead, scientific knowledge is based on
objective data that were reliably obtained
in the context of a carefully designed
research study.
In short, scientific knowledge is based
on the accumulation of empirical
evidence (Kazdin, 2003a)
Kazdin, A. E. (2003a). Methodology: What it is and why it is so important. In A.
E. Kazdin ( Ed.), Methodological issues and strategies in clinical research (3rd
ed., pp. 522). Washington, DC: American Psychological Association.
The defining characteristic of scientific
research is the scientific method .
First described by the English
philosopher and scientist Roger Bacon in
the 13th century, it is still generally
agreed that the scientific method is
the basis for all scientific
investigation.
The scientific method is best thought of
as an approach to the acquisition of new
knowledge, and this approach effectively
distinguishes science from nonscience.
The Scientific Method
The development of the scientific method is
usually credited to Roger Bacon, a philosopher
and scientist from 13th-century England,
although some argue that the Italian scientist
Galileo Galilei played an important role in
formulating the scientific method.
Later contributions to the scientific method were
made by the philosophers Francis Bacon and
Ren Descartes.
Although some disagreement exists
regarding the exact characteristics of the
scientific method, most agree that it is
characterized by the following elements:
Empirical approach
Observations
Questions
Hypotheses
Experiments
Analyses
Conclusions
Replication
Empirical Approach
The scientific method is firmly based on the empirical
approach. The empirical approach is an evidence-based
approach that relies on direct observation and
experimentation in the acquisition of new knowledge (see
Kazdin, 2003a).
Homework: Individual
Please try to find one example. About the null
Experiments
After articulating the hypothesis, the next step involves
actually conducting the experiment (or research
study).
For example, if the study involves investigating the effects
of exercise on levels of cholesterol, the researcher would
design and conduct a study that would attempt to
address that question.
As previously mentioned, a key aspect of conducting a
research study is measuring the phenomenon of interest
in an accurate and reliable manner.
In this example, the researcher would collect data on the
cholesterol levels of the study participants by using an
accurate and reliable measurement device.
Then, the researcher would compare the cholesterol
levels of the two groups to see if exercise had any
effects.
Accuracy vs. Reliability
When talking about measurement in the context of research,
there is an important distinction between being accurate and being
reliable.
Accuracy refers to whether the measurement is correct, whereas
reliability refers to whether the measurement is consistent.
An example may help to clarify the distinction.
When throwing darts at a dart board, accuracy refers to
whether the darts are hitting the bulls eye (an accurate dart
thrower will throw darts that hit the bulls eye).
Reliability, on the other hand, refers to whether the darts
are hitting the same spot (a reliable dart thrower will throw
darts that hit the same spot).
Therefore, an accurate and reliable dart thrower will
consistently throw the darts in the bulls eye. As may be
evident, however, it is possible for the dart thrower to be
reliable, but not accurate.
For example, the dart thrower may throw all of the darts in
the same spot (which demonstrates high reliability), but that
spot may not be the bulls eye (which demonstrates low
accuracy).
Analyses
After conducting the study and gathering the
data, the next step involves analyzing the data,
which generally calls for the use of statistical
techniques.
The type of statistical techniques used by a
researcher depends on the design of the study,
the type of data being gathered, and the
questions being asked.
It is important to be aware of the role of
statistics in conducting a research study.
In short, statistics help researchers minimize
the likelihood of reaching an erroneous
conclusion about the relationship between the
variables being studied.
Conclusions
After analyzing the data and determining
whether to reject the null hypothesis, the
researcher is now in a position to draw some
conclusions about the results of the study.
For example, if the researcher rejected the null
hypothesis, the researcher can conclude that
the phenomenon being studied had an effect
a statistically significant effect, to be more
precise.
If the researcher rejects the null hypothesis in
our exercise-cholesterol example, the researcher
is concluding that exercise had an effect on levels
of cholesterol.
It is important that researchers
make only those conclusions that
can be supported by the data
analyses.
Going beyond the data is a cardinal
sin that researchers must be careful
to avoid.
Replication
One of the most important elements of
the scientific method is replication.
Replication essentially means
conducting the same research study a
second time with another group of
participants to see whether the same
results are obtained.
The same researcher may attempt to
replicate previously obtained results, or
perhaps other researchers may
undertake that task.
Replication illustrates an important point about
scientific researchnamely, that researchers
should avoid drawing broad conclusions based
on the results of a single research study
because it is always possible that the results of
that particular study were an aberration.
In other words, it is possible that the results of
the research study were obtained by chance or
error and, therefore, that the results may not
accurately represent the actual state of things.
However, if the results of a research study are
obtained a second time (i.e., replicated), the
likelihood that the original studys findings were
obtained by chance or error is greatly reduced.
What are the three general
goals of scientific research?
Answer:
description,
prediction,
and understanding/explaining
What Exactly is Research?
1. Basics
2. Topic ideas
3. Typical methodologies
4. Common pitfalls
5. Getting started and putting it all
together
6. Questions/discussion
Basic steps of a research
project
Find a topicWhat, When
Formulate questionsWhat, Why
Define populationWho, When
Select design & measurementHow
Gather evidenceHow
Interpret evidenceWhy
Tell about what you did and found out
Selecting a Research Topic
Primary Sources
Original Research Article
Secondary Sources
Newspapers
Book chapters
Television/Radio
Magazines
Wikepedia
Empirical Research
All empirical research is inherently
flawed
Limitations
1. Sampling
Generalizability
Representative
2. Measurement
Measurement Error
Social Desirability
3. Problem Identification
Grasping the Whole Problem
Literature Reviews
A description of an event or
experience that happened to be
noticed
No control
No comparison
Review of Key Elements of
Previous Definition
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Step 1: Identify Key Terms or
Descriptors (contd)
Use the Thesaurus of ERIC
Descriptors to look for terms
that match your topic: go to
www.eric.ed.gov and in Search
select Descriptors (from
Thesaurus)
Scan both electronic and
library journals from the past
10 years and look for key
terms in the articles
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Creswells 5 steps to Conduct a
Literature Review (contd)
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Creswells 5 steps to Conduct a
Literature Review (contd)
Step 4: Organize the Literature
Create a file or abstract system
to keep track of what you read.
Each article you read should be
summarized in one page containing
Title (use APA to type the title so that
you can later copy-paste this into the
References section of your paper)
Source: journal article, book, glossary,
etc.
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Step 4: Organize the Literature
(contd)
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Step 5: Write a Literature
Review
(contd)
Study-by-study Review: a detailed summary of
each study under a broad theme is provided.
Link summaries (or abstracts) using
transitional sentences. Must be organized and
flow coherently under various subheadings.
Avoid string quotations (i.e., lengthy chunks of
text directly quoted from a source)
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research
Preliminary Literature
Review
This succinct review of current
literature should:
Provide further contextual
background
Reveal issues related to your study
Describe similar problems in other
organizations
Provide significance to your
approach to the study
Guidelines on Style, Mechanics, and
Language Usage
Title Page
Nature of the Problem
Background and Significance of the
Problem
Literature Review
Research Questions
References
Topic ideas
QuaNtitative Measures
N for numbers
Statistical
Quantifiable
QuaLitative measures
Content Analysis
Analyzed course syllabi of
library use through discipline
and level (Rambler)
Studied online tutorials,
applying best practices
recommendations (Tancheva)
QuaLitative Measures
Discourse Analysis
Analyzed student responses in writing
and discussions to a short film &
compared findings to parallel study
with LIS grad Ss (Vandergrift)
Focus Groups
Discussed how participants
experience & use the library (Von
Seggern & Young)
Studied why students use the
Internet and how much time they use
it (Wilson)
QuaLitative Measures
Interviews
Studied 25 HS students web use for
research assignments (Lorenzen)
Looked at what type of information first
year students need and how they go about
acquiring it (Seamans)
Observation (obtrusive)
Observed students as they conducted
online research & noted their activities
(Dunn)
Observation (Unobtrusive)
Retrieval of discarded cheat sheets to
analyze academic misconduct (Pullen et. al.)
QuaLitative Measures
CompareThings
Count Things
Survey People About Things
QuaNtitative measures
Comparison studies
Experimental and control groups
Instructional methodologies (Colaric;
Cudiner & Harmon)
Program assessment using before/after
analysis of research papers(Emmons &
Martin)
QuaNtitative measures
Pre & Post Tests (Van Scoyoc)
Measures & Scales
Bosticks Library Anxiety Scale (Onwuegbuzie
& Jiao; Van Scoyoc)
Procrastination Assessment Scale
(Onwuegbuzie & Jiao)
QuaNtitative measures
Numeric Studies
Citation AnalysisBibliometrics
(Dellavalle)
Webometrics (Bar-Ilian)
Ready Made Data Sets
National Survey of Student
Engagement (Whitmire)
College Student Experiences
Questionnaire (Kuh and Gonyea)
The Web
Internet Archive (Ryan, Field &
Olfman)
Electronic journals (Dellavalle)
Library server logs
Common Pitfalls
No study is perfect
All data is dirty is some way or
another; research is what you do
with that dirty data (Manuel)
Measurement involves making
choices
Be Critical About Numbers
(Best 2001)
A definition
A survey or experiment that
provides as output a quantitative or
numeric description of some
fraction of the population, called
the sample.
Components of a survey
method
Pilot
Administration
Postal survey
email
Variables and analysis
The research question
Variable in the research
E.g. Number of years of academic study
The questions in the instrument
E.g. How many years of study in a
University
As an undergraduate?
As a postgraduate?
Data analysis
Steps
Bias in the data
Non-response
Statistics, e.g. mean, standard deviation etc.
Components of an
experimental method
Subjects
Instruments and materials
The experimental design
Subjects
Selection
Conveniently
Random (RCT)
Group assignment
Random
Matched. E.g. Ability, Age
Size
Variables
Dependent
Independent
Randomized Controlled Trial
(RCT)
A true experiment, in which the researcher
randomly assigns some patients to at least
one maneuver (treatment) and other patients
to a placebo, or usual treatment. Key features
= the classic way to evaluate effectiveness of
drugs (or exercise, diet, counseling). Patients
are followed over time (Prospective). If
properly done, an RCT can be used to
determine cause and effect
Instrumentation and
Materials
Description
Validation
Pilot
Content validity
Prediction validity
Materials
The experimental design
Type
Pre-experimental
No control group
Quasi-experimental
Control group, but not randomly
assigned
Single subject design (over time)
Pure experiment
Repeated measures
Change groups
Overview of Qualitative Research
Design
Interpretative research
Process orientated
Researcher(s) are the primary data
collection instrument
Descriptive research
Outputs are an inductive process
References