11/28/2013
ASSOC. PROF. DR. WILFREDO HERRERA LIBUNAO
JPTKJPTK-FACULTY OF EDUCATION
1
PART 1
INTRODUCTION:
A review of the research and
the research process
Research terminologies
Problem statement
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Characteristics of a poor thesis:
[In: ‘It’s a PhD, not a Nobel Prize’: how experienced examiners assess
research theses, Mullins and Kelly, 2002]
•
•
•
•
work that is not original;
researching the wrong problem
lack of understanding of the theory;
mixed or confused conceptual and
methodological perspectives;
• not being able to explain at the end of the
thesis what had actually been argued in the
thesis;
• lack of coherence; and
• lack of confidence;
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KEY PROSPECTUS COMPONENTS
START/END
Real world problem and
lack of ability to solve
it drives research
Problem
Statement
The purpose drives
the appropriate
questions
Purpose
Statement
Impact on
the Problem
Expected
Outcome
Question
Hierarchy
Research
Questions
Variables &
Relationships
Existing
Research
Findings
Expected
Contribution
to Knowledge
Adapted from: Latham, 2005
Predicted
Answers to
Research
Questions
Low
Overall
Research
Approach
Variable &
Relationships
Drawing
Conclusions
Meaning of
findings
Hypothesis
Literature
Review +
Theoretical
Framework
Conceptual
Framework
New knowledge
to help solve the
Problem
High
Level of
Empirical
Knowledge
Quantitative
Qualitative
Mixed
Data
Collection
Plan
Data
Analysis Plan
Findings
Data for
Analysis
Measurement
Plan
Measurement
Instrument(s)
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RESEARCH DESIGN FRAMEWORK
1. Problem
2. Purpose
3. Research Questions
1. Identify a “real world” problem
2. Describe the undesirable symptoms
3. Identify the knowledge gap that
needs to be filled in order to help
solve the problem
4. Support your discussion with solid
peer-reviewed references
Deliverable- Describe the new
knowledge and insights the study will
produce that will help fill the
knowledge gap identified in the
problem statement (not the specific
content but the “type” of new
knowledge)
1. Identify the “type(s)” of
questions that need to be
answered to fulfill the purpose
2. Develop the main research
questions and sub-questions
3. Develop hypotheses as
appropriate
9. Conclusions
4. Conceptual Framework
5. Lit. Review/Theoretical F’work
1. Identify the larger application(s)
and meaning(s) of the findings
2. Identify how the applications
contribute to the knowledge gap
3. Identify the limitations
associated with the findings and
conclusions
1. Identify and diagram the key
variables in the research questions
2. Identify and diagram the key
relationships between variables
3. Identify and diagram the key
context factors
4. Describe the framework
8. Data Analysis
7. Data Collection
6. Overall Approach
1. Based on the research
questions, the overall approach
and data collected, identify the
data analysis methods (be
specific)
2. Identify the validity and
reliability issues and methods to
address the issues
1. Develop a measurement plan for
the variables in the research
questions and hypotheses
(survey, interview guide, etc.)
2. Develop a data collection plan
including sampling strategy and
data collection process
1. Identify the “level” of empirical
knowledge (see literature review)
2. Identify the type of knowledge
needed (purpose statement)
3. Identify the options selected
approach based on the “research
arc”
4. Describe the approach
1. Create an outline or “mindmap” of the
key theories and concepts
2. Dig deep into the “peer-reviewed”
literature for each theory and concept
and create annotated bibliography
and literature map
3. Write the literature review
4. Diagram and describe the theoretical
framework
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[Adapted from: Latham, 2005]
RESEARCH DESIGN FRAMEWORK
1. Problem
2. Purpose
3. Research Questions
Deliverable- Describe the new
knowledge and insights the study will
produce that will help fill the
knowledge gap identified in the
problem statement (not the specific
content but the “type” of new
knowledge)
1. Identify the “type(s)” of
questions that need to be
answered to fulfill the purpose
2. Develop the main research
questions and sub-questions
3. Develop hypotheses as
appropriate
1.Identify a “real world” problem
2.Describe the undesirable
symptoms
3.Identify
the knowledge gap
that
9. Conclusions
4. Conceptual Framework
needs
to
be
filled
in
order
to
help
1. Identify the larger application(s)
1. Identify and diagram the key
variables
in the research questions
and
meaning(s)
of
the
findings
solve the problem
2. Identify and diagram the key
2. Identify how the applications
relationships between variables
contribute to the
knowledge
gap
4.Support
your
discussion
with
solid
3. Identify and diagram the key
3. Identify the limitations
context factors
associated
with
the
findings
and
peer-reviewed
references
4. Describe the framework
conclusions
5. Literature Review
1. Create an outline or “mindmap” of the
key theories and concepts
2. Dig deep into the “peer-reviewed”
literature for each theory and concept
and create annotated bibliography
and literature map
3. Write the literature review
4. Diagram and describe the theoretical
framework
8. Data Analysis
7. Data Collection
6. Overall Approach
1. Based on the research
questions, the overall approach
and data collected, identify the
data analysis methods (be
specific)
2. Identify the validity and
reliability issues and methods to
address the issues
1. Develop a measurement plan for
the variables in the research
questions and hypotheses
(survey, interview guide, etc.)
2. Develop a data collection plan
including sampling strategy and
data collection process
1. Identify the “level” of empirical
knowledge (see literature review)
2. Identify the type of knowledge
needed (purpose statement)
3. Identify the options selected
approach based on the “research
arc”
4. Describe the approach
[Adapted from: Latham, 2005]
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Choosing a research topic: you need a research
problem
Move on to next
stage of research
design
1. Read literature,
reflect, discuss and
identify gaps
2. Generate list of
interesting potential
questions
Yes
No
6. Does a suitable
problem exist?
5. Eliminate impractical
questions
Yes
3. Check literature. Have
questions been
answered already?
No
4. Test
feasibility
Figure _.How to identify a research problem (adapted from Collis & Hussey, 2003)
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Statement of the Problem
This section should be able to answer:
• Why does this research need to be
conducted?
• What will happen if you didn’t do this
research?
• What will happen as a result of this research?
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Statement of the Problem2cont’d
This section leads to formulation of the specific
research question(s).
The research question/s should have several
characteristics:
1. it should be phrased in the form of a question;
2. the question should suggest a relationship
between variables to be examined (unless the
study is exploratory or descriptive or qualitative in
nature).;
3. the research question should imply the possibility
of empirical testing.
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It serves as the foundation of the entire
proposal or thesis
If written properly, it highlights the:
Scope of the study
Variables
Population of interest
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“How do people feel?”- Too general / vague
“How do employees at UTM feel about
compensation, benefits, and recognition
programs based on their experiences within
the organization and how does this influence
their level of job satisfaction in their work
roles and commitment to the university and,
possibly, their productivity?”- Too broad
“What are the factors that contribute to
employee job satisfaction at Universiti
Teknologi Malaysia?”- Clear and succinct
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“What are the factors that contribute to
employee job satisfaction at UTM?”
Scope of study: Components of employee job satisfaction within
Universiti Teknologi Malaysia.
Variables: IV = Factors contributing to employee job satisfaction
DV = Job satisfaction
I/MV = None anticipated
Population of interest: Employees of UTM
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Hypothesis (if applicable)
• This section is necessary only if you have a
particular theory/framework/premise that you
are testing.
• In the case of exploratory research, for
example, a hypothesis is not necessary.
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Hypotheses:
• Conjectural statements that explain relationships.
• Use to test theories.
• Guide research
Scientific Knowledge:
• Propositions supported by systematic research.
Purpose of Research (Science): To test
theory and to provide reliable explanation.
explanation
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IMPORTANCE OF
THEORIES
Theories are constructed to give an
explanation of phenomena [Stam, 2000].
Three functions of a theory
[Denzin, 1970]:
1. Permitting organization of descriptions,
2. leading to explanation, and
3. furnishing the basis for prediction of future
events.
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Importance of Theories…cont’d:
In a nutshell, theories:
- Tell us what we are doing
- Tell us why we do things
- Not how to do things
- It help us better understand the
process
- Will enable us to predict what is
going to happen in the future
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EXAMPLE?
STIMULUS--RESPONSE THEORY
STIMULUS
Stimulus
Freedom to
Choose
Self- awareness
Response
Independent will
Conscience
Imagination
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Concepts
Variables
Generalizations
Assumptions
Hypotheses
Concepts
Variables
Empirical
Testing
Principles
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The Elephant
Six blind sages were shown an
elephant and met to discuss their
experience. “It's wonderful,” said
the first, “an elephant is like a rope:
slender and flexible.” “No, no, not at
all,” said the second, “an elephant is
like a tree, sturdily planted on the
ground.” “Nonsense,” said the third,
“an elephant is like a wall.”
“Incredible,” said the fourth, “an
elephant is a tube filled with water.”
“What a strange and piecemeal beast
this is,” said the fifth. “Strange
indeed,” said the sixth, “but there
must be some underlying harmony.
Let us investigate the matter
further.”
[Adapted from a traditional Hindu fable]
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IMPORTANCE OF CONCEPT
• A concept is a mental abstraction which allows
generalization and the extension of knowledge
from some known objects to others unknown.
• A concept is formed by taking a number of
similar entities and deciding what makes them
similar in an important way.
• Concepts are bearers of meaning, as opposed
to agents of meaning. A single concept can be
expressed by any number of languages.
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Importance of concept
cont’d
• In other words concepts are essentially
hypotheses that will become invalid, should
they fail to fit in some critical way the empirical
reality it is claimed they represent.
• In science its concepts drive research,
steering inquiry according to the
meaning of each.
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Theory, research, and practice are in a dynamic
relationship. Each set of relationships is
reciprocal: theory guides practice, but practice
reinforces, refines, or disconfirms theory; theory
guides research, but research creates and
refines theory; and research guides practice,
but practice directs research.
T
R
P
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RELATIONSHIP BETWEEN THEORY AND
RESEARCH
• Theory development relies on research and
research relies on theory.
• The relationship between the two is dialectic (Brown,
1977)
- a transaction whereby theory determines what
data are to be collected and research findings
provide challenges to accepted theories.
• One of the purpose of research is to generate new
theory or to test an existing one.
PART 2
LITERATURE REVIEW AND
THE THEORETICAL/
CONCEPTUAL
FRAMEWORKS
ASSOC. PROF. DR. WILFREDO HERRERA LIBUNAO
JPTKJPTK-FACULTY OF EDUCATION
24
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RESEARCH DESIGN FRAMEWORK
1. Problem
2. Purpose
3. Research Questions
1. Identify a “real world” problem
2. Describe the undesirable symptoms
3. Identify the knowledge gap that
needs to be filled in order to help
solve the problem
4. Support your discussion with solid
peer-reviewed references
Deliverable- Describe the new
knowledge and insights the study will
produce that will help fill the
knowledge gap identified in the
problem statement (not the specific
content but the “type” of new
knowledge)
1. Identify the “type(s)” of
questions that need to be
answered to fulfill the purpose
2. Develop the main research
questions and sub-questions
3. Develop hypotheses as
appropriate
9. Conclusions
4. Conceptual Framework
1. Identify the larger application(s)
and meaning(s) of the findings
2. Identify how the applications
contribute to the knowledge gap
3. Identify the limitations
associated with the findings and
conclusions
1. Identify and diagram the key
variables in the research questions
2. Identify and diagram the key
relationships between variables
3. Identify and diagram the key
context factors
4. Describe the framework
8. Data Analysis
1. Based on the research
questions, the overall approach
and data collected, identify the
data analysis methods (be
specific)
2. Identify the validity and
reliability issues and methods to
address the issues
5. Literature Review/Theoretical
Framework
1.Create an outline or “mindmap” of
the key theories and concepts
2.Dig deep into the “peer-reviewed”
literature for each theory and
concept and create annotated
bibliography and literature map
6. Overall Approach
7. Data Collection
3.Write the literature
review
1. Identify the “level” of empirical
1. Develop a measurement
plan
for
4.Diagram and describe
knowledgethe
(see literature review)
the variables in the research
2. Identify the type of knowledge
questions and hypotheses
theoretical
framework
needed (purpose statement)
(survey, interview guide, etc.)
2. Develop a data collection plan
including sampling strategy and
data collection process
3. Identify the options selected
approach based on the “research
arc”
4. Describe the approach
[Adapted from: Latham, 2005]
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The Relationship Between the Literature
Survey and the Theoretical Framework
• The literature review provides a solid
foundation for developing the theoretical
framework.
• The literature review identifies the
variables that might be important, as
determined by previous research findings.
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Theoretical Framework
• This is the “creative” section of your work, where
you define your research’s theoretical frame.
• It is different from the literature review, in that here
you discuss your own original integration of the
major theories and/or frameworks that you intend to
apply, which serves as the basis of the conceptual
definitions of your variables and the laws of
interactions or presumed relationships among them.
• The build-up of arguments from the literature review,
to the theoretical and conceptual frameworks, to the
research problem and hypothesis should be clear
and logical.
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Theoretical Framework
The theoretical framework of the study is a
structure that can hold or support a theory of a
research work. It presents the theory which
explains why the problem under study exists.
Thus, the theoretical framework is but a theory
that serves as a basis for conducting
research.
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HOW SHOULD THE THEORETICAL
FRAMEWORK be FORMULATED?
1. specify the theory/ies you will use as basis for the
study
2. mention the proponents of the theory
3. cite the main points emphasized in the theory
4. support your exposition of the theory by ideas from
other experts;
5. illustrate your theoretical framework by means of a
diagram; and,
6. reiterate your theoretical proposition in the study.
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Conceptual Framework
After formulating the theoretical framework, the
researcher has to develop the conceptual
framework of the study.
While the theoretical framework is the theory on
which the study is based, the conceptual
framework is the operationalization of the theory.
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PART 3
ASSOC. PROF. DR. WILFREDO HERRERA LIBUNAO
JPTKJPTK-FACULTY OF EDUCATION
31
RELATIONSHIP BETWEEN THEORETICAL AND
CONCEPTUAL FRAMEWORKS
• Conceptual framework come from:
- theories with well-organised principles and
propositions that have been confirmed by
observations, research or experiments;
- models derived from theories, observations or
sets of concepts, or
- evidence-based best practices derived from
outcome and effectiveness studies.
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RESEARCH DESIGN FRAMEWORK
1. Problem
2. Purpose
3. Research Questions
1. Identify a “real world” problem
2. Describe the undesirable symptoms
3. Identify the knowledge gap that
needs to be filled in order to help
solve the problem
4. Support your discussion with solid
peer-reviewed references
Deliverable- Describe the new
knowledge and insights the study will
produce that will help fill the
knowledge gap identified in the
problem statement (not the specific
content but the “type” of new
knowledge)
1. Identify the “type(s)” of
questions that need to be
answered to fulfill the purpose
2. Develop the main research
questions and sub-questions
3. Develop hypotheses as
appropriate
4. Conceptual Framework
1.Identify and diagram the key
5. Literature Review
variables in the research questions1. Create an outline or “mindmap” of the
1. Identify the larger application(s)
key theories and concepts
and meaning(s) of the findings
2.Identify and diagram the key
2. Dig deep into the “peer-reviewed”
2. Identify how the applications
literature for each theory and concept
contribute to the knowledge gap
create annotated bibliography
relationships between variables and
3. Identify the limitations
and literature map
associated with the findings
and
3. Write the literature review
3.Identify and diagram the key
conclusions
4. Diagram and describe the theoretical
framework
context factors
4.Describe7.the
framework
8. Data Analysis
6. Overall Approach
Data Collection
9. Conclusions
1. Based on the research
questions, the overall approach
and data collected, identify the
data analysis methods (be
specific)
2. Identify the validity and
reliability issues and methods to
address the issues
1. Develop a measurement plan for
the variables in the research
questions and hypotheses
(survey, interview guide, etc.)
2. Develop a data collection plan
including sampling strategy and
data collection process
1. Identify the “level” of empirical
knowledge (see literature review)
2. Identify the type of knowledge
needed (purpose statement)
3. Identify the options selected
approach based on the “research
arc”
4. Describe the approach
33
[Adapted from: Latham, 2005]
Conceptual frameworks
Often draw on:
• One or more theories
• Empirical evidence
• Knowledge specific to the particular case
Serve to:
• Summarize and integrate knowledge
• Provide explanations for causal linkages
• Generate hypotheses
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Building a conceptual framework
• Start with the endpoint (dependent
variable, outcome, or target point for
intervention)
• Identify potential correlates, based on
empirical or theoretical evidence
• Show antecedent , intervening or
mediating variables by proximity to
dependent variables
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Conventions for drawing a
conceptual framework
1. Only include concepts that will be
operationally defined and measured
2. Present left-to-right or top-to-bottom
3. Use arrows to imply causality
4. Label concepts succinctly
5. Do not include operational definitions
or values of variables in the framework
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Types of Variables
Researchers usually begin with an effect, then search for its
causes while focusing on the relationship between two
things in which one causes other. Variables are classified
depending on their location in a causal relationship.
• Independent Variable
The cause variable, or the one that identifies forces or
conditions that act on something else, is the independent
variable.
• Dependent Variable
The variable that is the effect or is the result or outcome
of another variable is the dependent variable.
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Types of Variables…cont’d
• Intervening Variable
A basic causal relationship requires only an
independent and a dependent variable. A third type of
variable, the intervening variable, appears in more
complex causal relations. It comes between the
independent and dependent variable and shows the
link or mechanism between them.
• Moderator Variable
Affect the relationship between the independent and
dependent variables by modifying the effect of the
intervening variable(s). Typical moderator variables
social research (when they are not the major focus of
the study) include the sex, age, culture, or language
proficiency of the subjects.
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Independent
Dependent
Cause
Predictor
Stimulus
Manipulated
treatment
The Independent
variable is
presumed to have
an effect on or
cause change in
the dependent
variable
Consequence
Outcome
Effect
Intervening
Moderating
Mediating
The Dependent variable is
influenced by changes in
the IV
These variables are
presumed to explain or
influence the link between
the IV and DV.
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Exercise 1
People who have had formal debate training
will report higher levels of aggressiveness
than will people who have not had debate
training.
Answer:
IV: Debate training
DV: Level of aggressiveness
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Exercise 2
College educated individuals who have
high levels of exposure to television news
will report greater satisfaction with life
than college-educated individuals who
have low levels of exposure to television
news.
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Exposure to
TV news
Independent
variable
Satisfaction
with life
Dependent
variable
Constant: College education
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It has been found that there is a
relationship between the availability of
Reference Manuals that manufacturing
employees have access to, and the
product rejects. That is, when workers
follow the procedures laid down in the
manual, they are able to manufacture
products that are flawless.
43
Answer to the Example 3
Availability of
reference
manual
Independent
variable
Number of
rejects
Dependent
variable
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Although this relationship is true in
general for all workers, but it is not
true for workers who are not using
the manual every time they need it.
Thus, the interest and inclination
of the workers is a Moderating
Variable.
45
Answer to the Example 3
Availability of
reference
manual
Independent
variable
Number of
rejects
Interest and
inclination
Dependent
variable
Moderating
variable
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A prevalent theory is that the diversity of the
workforce (according to different ethnic
origins, races, and nationalities) contributes
more to organizational effectiveness
because each group brings its own special
expertise and skills to the workplace. This
synergy can be exploited, however, only if
managers know how to harness the special
talents of the diverse work group; otherwise,
they will remain untapped.
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Answer to Exercise 4
Workforce
diversity
Independent
variable
Organizational
effectiveness
Managerial
expertise
Dependent
variable
Moderating
variable
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GROUP WORK
49
MECHANICS
1. Divide the class into several groups with 7-10
members.
2. Each group to assign a facilitator and a
spokesperson.
3. Each group to review the two examples on how
to translate problem statement into theoretical
and conceptual frameworks.
4. Critique the two materials using the knowledge
gained in this colloquium.
5. Share your critique results in the plenary
Group discussion and analysis:
Sharing: 5 min per group
15 minutes
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Evaluating a Framework
• Is framework clearly identified?
• Is framework appropriate for the topic?
• Are concepts and variables clearly and
appropriately defined?
• Is basis for the hypothesis(es) clear and
consistent?
51
ELEMENTS OF RESEARCH
Theoretical Framework
Conceptual Framework
………………………………………………
Methodology
Plan of action,
research design
and why
Methods
Techniques
•Surveys
•Interviews
•observation
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RESEARCH ARC- CHOOSING THE OVERALL
RESEARCH APPPROACH
2. Quantitative survey
to enhance the case
study
1. Qualitative
case study
Mixed
Models are
Quantified
Models are
Analyzed and
Weighed
Models are
Developed
Flexible
Fixed
QuasiDeductive
Models are
Tested
Questions
Emerge
Qualitative
Theory
Building
Theory
Testing
Inductive
Vague Notion
Quantitative
Deductive
Where is the topic
on the research arc?
Level of Empirical Knowledge
53
PARTING WORDS
The theoretical or conceptual grounding
of a study is designed to help the
researcher-- not boggle his/her mind. It
is undertaken not simply for the
advantage of the reader of a proposal,
but for the researcher as a conceptual
map to the investigation.
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END OF SESSION
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