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RESEARCH METHODOLOGY FEM 3002, Credit Hour = 3(2+1) FACE TO FACE 1 , 27 AUGUST 2016

This course introduces students to the philosophy of research, scientific concepts, and methods. It covers research design, conducting a research project, data analysis, and report preparation. The course aims to enhance students' understanding of research in the context of human development.

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RESEARCH METHODOLOGY FEM 3002, Credit Hour = 3(2+1) FACE TO FACE 1 , 27 AUGUST 2016

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  1. RESEARCH METHODOLOGY FEM 3002, Credit Hour = 3(2+1)FACE TO FACE 1, 27 AUGUST 2016 • Instructor:Siti Nor Binti Yaacob • Department of Human Development and Family Studies • Faculty of Human Ecology • Universiti Putra Malaysia • Contact #: 012-284-1844 • Email: sitinor@upm.edu.my

  2. Lecture 1

  3. Course Objectives 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.

  4. Course Objectives 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).

  5. SEMESTER 1, 2016/2017FEM3002 - Course Evaluation

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

  7. Test & Exam Structure: • Objective and Subjective

  8. Outline • What is Research? • Definition of Research by Past Scholars • Philosophy of Research • Why do we do Research? • Characteristics of Research

  9. I. What is Research?

  10. RE SEARCH

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

  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

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

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

  15. Research Concept 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

  16. II. Definition of Research by Past Scholars

  17. III. Philosophy of Research

  18. PHILOSOPHY OF RESEARCH • 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. Source of Knowledge • INTUITIVE KNOWLEDGE • AUTHORITATIVE KNOWLEDGE • LOGICAL KNOWLEDGE • EMPIRICAL KNOWLEDGE

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

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

  22. Research often makes use of all four of these ways of knowing: • INTUITIVE (when coming up with an initial idea for research) • AUTHORITATIVE (when reviewing the professional literature) • LOGICAL (when reasoning from findings to conclusions) • 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. IV. WHY DO WE DO RESEARCH?

  24. WHY DO WE DO RESEARCH? • To discover new information. • To expand existing knowledge. • To investigate specific questions or problems

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

  26. 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. 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. 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. 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. V. Research Characteristics

  31. Research Characteristics • 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. Lecture 2

  33. Outline • Process of Research • Ethics of research • Concept of Science • Goals of science • Logic of scientific reasoning • Approaches to science

  34. i. Process of Research

  35. A CLEAR CUT STRUCTURE

  36. 5 steps in research process: (I) Identifying problem (2) Developing objective/hypothesis (3) Data collection (4) Data analysis (5) Report writing

  37. 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.

  38. II. Ethics of research

  39. Ethical Conduct • The ethical conduct of research is essential for those working in all disciplines, but particularly for researchers in medicine and life sciences. • An unethical approach can invalidate findings, lead to prosecution and damage the image of the research community within the public realm as a whole. • Source: Higher Education and Research Opportunities (HERO)

  40. Institutional Review Board (IRB) • Every institution where an individual might conduct research must have an IRB • Most school districts have some types as well as Universities • Primary goal is to protect the rights of research participants • Some consider a goal to be to maintain integrity of research conducted through the institution • Government reviews IRBs and if finds problems will order cease and desist • All research must be halted until further notice (exceptions are made for studies that would be harmful to abruptly stop)

  41. Ethics in Research CONSENT HARM PRIVACY DECEPTION

  42. Consent • Informed consent • Subjects must know potential risks, benefits, conditions of participation, and ability to withdraw without penalty • If consent is not informed, it can be as bad as (or worse than) not getting consent at all • Two types • Direct or Substitute (3rd party) • If the person has a legal guardian, need substitute • When in doubt, ask for permission • Consent should always be obtained in writing

  43. Elements of Consent • Capacity • Ability: individual is competent enough to understand, evaluate, and make a decision of whether to participate or not • Age: > 18 or emancipated minor • Information • Is it complete/comprehensive and fully understood? • Voluntariness • Subjects have the choice to participate or withdraw and are aware of this choice

  44. Harm • Subjects must be protected from harm, or at the least fully informed about the potential costs and benefits resulting from the harm • Research that is physically or psychologically dangerous is generally considered unethical • Care needs to be taken with subjects who are, or consider themselves to be, relatively powerless • Children, elderly, w/ disabilities

  45. Harm (cont) • There is no prespecified level for the unethical threshold of harm (e.g., 36 degrees or 12 pounds) • Consideration is in the cost/benefit ratio • In general, make sure the benefits (from the study) outweigh the costs (to individual participants)

  46. Privacy • Sensitivity of topic &/or data • Can responses/results affect the subject’s life if known by others • How public/private is the setting? • Public display of the data • Personally identifiable information should be removed or changed

  47. Deception • Often tied to the informed part of consent • Omission: withhold information • Commission: provide false information • I.e., lying • Establishing false intimacy: subject feels a high degree of comfort because he/she does not know is “on the record” • Using accomplices: someone helping the researcher that the subject doesn’t know is helping

  48. Deception (cont) • Sometimes a degree of deception is necessary • IRB needs to regulate • When it is, subjects MUST be debriefed after the study • Dehoaxing: researcher convinces (tells) each subject who was deceived that they were, in fact, deceived • Desensitization: a systematic process of demonstrating that there was deception • Suggest that behavior was a result of the circumstances • Point out that subjects’ behavior was not abnormal or unusual

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