TLDR;
This video provides a detailed explanation of the initial steps in the research process, focusing on identifying a problem, understanding the difference between identification and selection, and formulating a hypothesis. It emphasises the importance of variables in research, the characteristics of a good research title, and the formulation of objectives or research questions. The video also clarifies the types and forms of hypotheses, highlighting their role in quantitative versus qualitative research.
- Identification of a research problem involves narrowing down from a broad topic to a specific area of focus.
- The technical term for a research problem is a variable, with a minimum of one variable required for research.
- A research title should be narrow rather than broad or specific, containing all required information.
- Objectives and research questions are essentially the same, differing only in their presentation (statement vs. question).
- Hypotheses are tentative solutions or intelligent guesses that need to be tested, primarily in quantitative research.
Introduction to Research [0:01]
The lecture begins by outlining the core topic: the differences between theoretical, applied, and action research. It sets the stage for a systematic exploration of research methodologies, emphasising the importance of a structured approach to research activities. The initial questions posed encourage the audience to consider how one can ensure that research activities are carried out systematically.
Steps of Research: Identification vs Selection [2:58]
The discussion transitions to the steps involved in research, drawing parallels with everyday processes like making tea or driving a car to illustrate the concept of a structured approach. The first step in research is identified as the "identification of the problem". The lecture highlights the difference between "identification" and "selection" of a problem, using examples such as selecting an apple from a fruit vendor or a sari from a shop to illustrate how identification is a broader process that narrows down to selection. Identification involves understanding the heterogeneous situation before focusing on a specific, homogeneous choice.
Applying Identification and Selection to Research Topics [13:05]
The lecture uses the example of choosing a research topic to further illustrate the difference between identification and selection. Starting with a broad range of subjects, the process narrows down to a specific area of interest within education, such as education technology, and then further to micro-teaching and specific skills like the skill of explanation. This detailed example shows how a researcher moves from a heterogeneous field to a specific, manageable research focus.
Clarifying Data, Information, and the Technical Term for Problem [24:11]
The lecture clarifies that data and information are essentially the same, providing examples of obtaining information such as name, height, or a definition. It then addresses the technical term for a "problem" in research, which is identified as a "variable". The importance of variables in research is emphasised, stating that a minimum of one variable is necessary to conduct research.
Crafting a Research Title: Broad, Narrow, or Specific? [27:42]
The discussion moves to the importance of crafting an appropriate title for a research paper, distinguishing it from the title of a book. The lecture poses the question of whether a research title should be broad, narrow, or specific, and emphasises that a good title should contain all the required information. Additionally, it raises questions about whether a title can start with the word "to" or include a full stop, encouraging critical analysis of existing titles in academic databases.
Objectives and Research Questions: Are They the Same? [32:36]
The lecture addresses the formulation of research objectives, noting that while there is no limit to the number of objectives, the researcher must decide on the appropriate amount. It is explained that research questions and objectives are essentially the same, with the only difference being that objectives are written as statements and research questions are written as questions. The lecture advises against writing both objectives and research questions unless there is a clear justification for doing so.
Variable, Title, and Objectives: What Comes First? [40:21]
The lecture addresses the sequence of deciding on a variable, title, and objectives in research. It concludes that the variable should be selected first, as it forms an integral part of the research title. The title should be narrow, and the objectives should be pinpointed to guide the next steps in the research process.
Formulation of Hypothesis: Tentative Solutions [48:36]
The discussion transitions to the formulation of a hypothesis, defining it as a tentative solution or an intelligent guess about the solution to a problem. The lecture uses the analogy of a doctor diagnosing a patient to illustrate the tentative nature of a hypothesis, which requires testing and validation through data collection and analysis. It is emphasised that in social sciences, data is collected from the field and analysed using statistical techniques.
Quantitative vs Qualitative Data in Hypothesis Testing [58:33]
The lecture distinguishes between the use of hypotheses in quantitative and qualitative research. It is stated that hypotheses should only be formulated when quantitative data is available and can be analysed using statistical techniques. In qualitative research, where data cannot be statistically analysed, the formulation of a hypothesis is not appropriate. However, if qualitative data can be converted into quantitative data, then a hypothesis can be formulated and tested.
Types and Forms of Hypothesis [1:02:38]
The lecture addresses the types and forms of hypotheses, correcting the misconception of "mixed methods" and emphasising the separation of qualitative and quantitative information. The three types of hypotheses are identified as research, statistical, and operational, with the choice of type being at the discretion of the researcher. The two forms of hypotheses are null and directional (or alternative), with the choice of form depending on a specific base or rationale.