Defining Research 97-03

7/26/2019 Defining Research 97-03

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DEFINING

RESEARCH


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RESEARCH


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RESEARCHcan be defned as the search orknowledge or any systematicinvestigation to establish acts.

The primary purpose or appliedresearch (as opposed to basicresearch) is discovering,interpreting, and thedevelopment o methods andsystems or the advancement


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RESEARCHo human knowledge on awide variety o scientifc

matters o our world andthe universe. Research canuse the scientifc method,but need not do so.


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RESEARCHthe systematic process ocollecting and analyinginormation to increaseour understanding o the

phenomenon under study.


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RESEARCH!t is the unction o theresearcher to contribute

to the understanding othe phenomenon and to

communicate thatunderstanding to others.


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RESEARCH"iterature reviewany gathering odata, inormation andacts or theadvancement oknowledge


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RESEARCHperorming a methodicalstudy in order to prove ahypothesis or answer aspecifc #uestion. $inding

a defnitive answer is thecentral goal o any

e%perimental process


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RESEARCHResearch must be

systematic andollow a series o

steps and a rigidstandard protocol.


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RESEARCH&cientifc research must beorganied and undergo

planning, includingperorming literaturereviews o past research

and evaluating what#uestions need to be

answered.


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Research is an

ORGANIZED andSYSTEMATIC way of

FINDING ANSWERSo !"ESTIONS#


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ORGANIZEDin that there is a structure ormethod in going about doing

research. !t is a plannedprocedure, not aspontaneous one. !t is

ocused and limited to aspecifc scope.


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SYSTEMATICbecause there is a defnite set oprocedures and steps which you

will ollow. There are certainthings in the research processwhich are always done in order

to get the most accurate results.


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FINDINGANSWERSis the end o all research. 'hetherit is the answer to a hypothesis or

even a simple #uestion, researchis successul when we fndanswers. &ometimes the answer is

no, but it is still an answer.


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!"ESTIONSare central to research. ! there isno #uestion, then the answer is o

no use.Research is ocused on relevant,

useul, and important #uestions.

'ithout a #uestion, research hasno ocus, drive, or purpose.


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WAYS OF $%NOWING&'E(ISTEMO)OGY


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)OGYthe branch o

philosophy thatstudies the natureo knowledge, in

particular itsoundations,

scope, and validity


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!T!T!*+ -'"+/+

0T1-R!T0T!*+-'"+/+

"-/!20" -'"+/++34!R!20" -'"+/+


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I rains on T*esdays#

If a +a, conained -. +/*e

candies0 1. 2in3 candies0and 4. ye//ow candies0 hene5 2erson o draw o* acandy wo*/d 2ro+a+/y ,ea +/*e one#


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A 2erson6s na7e a8ecs

how oher 2eo2/e2ercei9e ha 2erson6s

2ersona/iy or ai*de#Dinosa*rs e5ised on

earh +efore 7an0 andha hey are a// e5inc#


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If a 2iece of sone0 and a

2iece of 2a2er were o +ehrown o8 he fo*rh

:oor; hen0 he sonewi// hi he ,ro*nd


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If yo* /i9e wih a chain=

s7o3er0 yo*r /*n,s are soo=


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INT"ITI>E(when coming up withan initial idea or research)

A"THORITATI>E(when reviewingthe proessional literature)

)OGICA)(when reasoning romfndings to conclusions)

EM(IRICA)(when engaging inprocedures that lead to these

fndings)


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%INDS OF

RESEARCH


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?ASIC

RESEARCHis concerned with knowledge orthe sake o theory. !ts design is

not controlled by the practical


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A(()IED

RESEARCHis concerned with showing howthe fndings can be applied or

summaried into some type o


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(RACTICA)

RESEARCHapplies the fndings o researchto a specifc 5practical5 teaching

situation.


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RESEARCH


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AN A?STRACT' A

s*77ary of a /on,ere50 es2ecia//y of anacade7ic aric/e#

A Co72arai9e S*dy of he


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A Co72arai9e S*dy of heSerio*sness

Ari+*ed o Disr*2i9e C/assroo7

?eha9iors Inrod*cion# In his 2a2er

2resen a co72arai9e ana/ysis

of hree sa72/es of eachersfro7 Coi7+ra# ?arce/ona andM*rcia ha 2ro9ides insi,h inohe i72orance eachers aach

o disr*2i9e +eha9ior and howdi8eren 2ers2eci9es and9a/*es a8ec heir dai/y wor3



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?eha9iors Mehod# This research is fra7ed

wihin a @*aniai9e e72irica/=

ana/yic desi,n# I is a descri2i9es*dy ha co72ares he daao+ained fro7 a22/yin, a@*esionnaire o a sa72/e of 4B

schoo/ eachers fro7 e/e7enaryand secondary ed*caion in hreeE*ro2ean ciies' ?arce/ona0 M*rcia

and Coi7+ra#



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?eha9iors

This *no+r*si9e@*esionnaire wasde9e/o2ed +y he a*hors o7ini7ie /an,*a,edisorions#



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?eha9iors Res*/s# Res*/s consisen/y

con


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?eha9iors E5ce2 in he case of diso+edience0

which recei9es he hi,hes score#

Ma/e eachers end o assi,nshi,her scores o insr*cion=re/aed+eha9iors han do heir fe7a/eco//ea,*es# and here is a rend

oward sron,er rain,s forinsr*cion=re/aed +eha9iors wihincreasin, years of eachin,

e52erience#



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?eha9iors Disc*ssion and Conc/*sion# Theeachers sa72/ed in his s*dy show,reaer concern for he ,enera/

socia/ rans,ressions ha occ*r inhe c/ass ,ro*20 re/e,ain,disr*2i9e +eha9iors o 2osiions of

/esser i72orance0 des2ie heirri,oro*s/y=de7onsraedi72/icaions in eachin,=/earnin,2rocesses#



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?eha9iors Moreo9er0 he 9aria+/e years ofe52erience a22ears o e5er a7oderain, e8ec on he concern for

ina22ro2riae socia/ +eha9iors0near/y e@*ain, heir serio*snesswih ha of insr*cion=re/aed

+eha9iors# This /e9e/in, e8ec iso+ser9ed 7ore sron,/y wih 7a/eeachers han wih heir fe7a/eco//ea,*es#


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!"ESTIONS'

6. 'hat was being researched in thispaper7

8. 'hat type o research study didthis team employ7

9. 'hat method did they use7 'hatdesign rame7


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!"ESTIONS'

:. 'hat were the results7 'hat were moreimportant or teachers to correct7

;. 'hat is o the highest importance or

the teachers< concern7=. 'ho e%hibit this type o value system

more, men or women teachers7

>. 'hat is the relevance o this study tothe current society7 'hy do you thinkwas it made7

S i i< R h ( +/


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Scieni


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METHODS OF RESEARCHFrederic3 Whiney 4. c/assi


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THE DESCRI(TI>E TY(E

$act?fndingwith

ade#uateinterpretatio

n


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TY(ES OF DESCRI(TI>ERESEARCH'


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THE HISTORICA) TY(E

interprets pasttrends o attitudes,events or acts

'hat social actshave in common,

how they arerepeated, and thegeneraliations


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THE E(ERIMENTA)

TY(E 2ontrolledobservation ochange and

development !nvestigator seeks to

evaluate the

in@uence o avariable on thesubAectBenvironment


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ecessary procedures or elements

in an e%perimental situationC6. &election o two or more e#uivalent groups osubAects

8. !ndependent variable ?D aspect that the

e%perimenter controls?D it is EindependentF because it is not

aGected by anything else in the e%periment

9. ependent variable ?D aspect that an

e%perimenter e%pects to change as a resulto e%perimental intervention


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! people are an%ious, then

they will want to be withother people (&chacter,

6H;H)E3isery "oves 2ompanyF1ypothesis ?D there is a

potential relationshipbetween 8 variablesC0I!+TJ K 0$$!"!0T!-


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+I4+R!3+T

6. &ubAects were brought into a roomwith an e%perimenter wearing horn?rimmed glasses and a white labcoat

8. 1e introduced himsel as r. /regorLilstein o the ept o eurologyand 4sychiatry. 1e e%plained thatthis was an e%periment on EelectricshockF.


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+I4+R!3+T

9. The subAects were split into two groupsC

a. -ne group was shown elaboratee#uipment and led to e%pect painul

shocksC EThese shocks will hurtM theywill be painul. 0s you can guess, i inthis type o research, we


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+I4+R!3+T

9.The subAects were split into twogroupsC

b. The other group received instructions

leading them to believe that heywould eel no painC Eo not let theword EshockF trouble youM ! am surethat you will enAoy the e%perimentN!t will resemble more like a tickle or atingle than anything unpleasant.


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:. The group that e%pected pain was

more an%ious than the one that didnot.

;. The e%perimenter e%plained that

there was a delay while thee#uipment was being set up andasked the subAects to indicate onthe #uestionnaire whether they

preerred to wait or the ne%t part othe e%periment alone, with othersubAects, or had no preerence.


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=. That was the end o the

e%periment and the subAectswere debrieed.

!"ESTIONS' ANIETY


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!"ESTIONS' ANIETY AFFI)IATION6.'hat was the independent

variable7

8.1ow did the e%perimenter controlthe independent variable7

9.'hat was the dependent variable7

:./ive your hypothesis on what

&chacter was trying to prove.;.id the fndings support the

outcome7


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THE (ROGNOSTIC TY(E

4redict utureoperation o actorsinvestigated so that

inevitable thingsthat must be donemay be controlled

more intelligently(trends)


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THE SOCIO)OGICA)

TY(E study o all humanrelationships

purpose ournishingrecommendations

or theirimprovement


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THE CREATI>E

RESEARCHRe@ectivethinking in termso aestheticvalues

'hat is another

word oraesthetic7

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Defining Research 97-03