Course Description

• 1. Introduction to the course

• From essay to research paper

• Research and the scientific method

• 2. Research definition, objectives, motivation, types of research and significance

• 3. The research process

• 5. The research problem, objectives, questions, hypotheses/thesis statement,
research variables and sampling
 Course Description
• 6. Types of Research

• 7. Documentation Styles (MLA & APA) + Outlining

• 8. Review of the literature (Introduction)

• 9. Data Collection Instruments (Introduction)

• 10. Mock Exam

 REFRENCES
• Creswell , John W. 2014. Educational Research: Planning, Conducting
and Evaluating Quantitative and Qualitative Research. Pearson
Education Limited.

• Kothari, C.R. 2004. Research Methodology: Methods and Techniques.

New Delhi : New Age International (P) Limited, Publishers
Link to Library Genesis

http://gen.lib.rus.ec/
 Research
• The word research is composed of two syllables: re and search.
• re is a prefix meaning again, anew or over again

• search is a verb meaning to examine closely and carefully, to test

and try, or to probe.

• Together they mean a systematic study and investigation in a field of

knowledge.
 Method
• Method stands for:

• Organization
• Way of doing things
• Procedure
• Logic
• Systematic work
• No space for disorder and chaos
What is research?
What Makes Research
Scientific?
 What Makes Research Scientific?
• The process of :

• Observing,

• Asking questions,

• Seeking answers

• Using tests and experiments

 Limitations of the Scientific Method

•Simply,

•Science can not prove everything

 Research

Research refers to search for knowledge. It is a scientific and

systematic search for information/data on a particular topic or
issue. It is also known as the art of scientific investigation and
analysis of data.
 Research

“Research is the process of making claims and then refining

or abandoning some of them for other strong claims […]
Research seeks to develop relevant true statements, ones
that can serve to explain the situation that is of concern or
that describes the causal relationships of interest” (Creswell,
2008, p. 8).
 Research

“According to Vogt (2007), “Research is the systematic

collection and/or study of evidence in order to answer a
question, solve problem, or create knowledge” (p. 5).
 Research
• It is a skill to move from the known to the unknown phenomena

• It is a way of thinking and examining critically the various aspects of

your professional work.

• It is a habit of questioning what you do, and a systematic examination

of the information/text to find answers for the research questions
 Research Paper
• A piece of academic writing that requires a thoughful and

critical level of inquiry.

• It should study and analyze a problem from a perspective.

• It is based on "already published materials"

• It is a unique interpretation of evidences located outside

yourself
 Research Methods Versus Methodology
• Research methods include all those techniques and tools that are
adopted for conducting research. Thus, research techniques or methods
are the methods that the researchers adopt for conducting the research
studies.

• Research methodology is the way in which research problems are

solved systematically. It is a science of studying how research is
conducted scientifically.
 Types of Research
Quantitative:

• Quantitative research relates to aspects that can be quantified or can be

expressed in terms of quantity.

• It involves the measurement of quantity or amount.

• Various statistical methods are adopted for analysis in such

research. (Known as structured approach)
 Types of Research
Qualitative:

• Qualitative research is concerned with qualitative phenomena, or more

specifically, the aspects related to or involving quality or kind. (Known
as unstructured approach)
 Objectives of Research
• The main objective of research is to find out the truth, which is hidden
and has not yet been discovered.

• To gain familiarity with new insights into a phenomenon

• To accurately portray the characteristics of a particular individual,

group, or a situation

• To analyse the frequency with which something occurs

• To examine the hypothesis

 Motivation to do Research
• Desire to get a degree

• Intellectual joy of doing research

• Respectability

• Serving society (awareness=action)

• Contributing to change, ….
 Significance of the Research Methodology

• The development of logical habits

• Critical thinking and organization
• Decision making
• Students who are to write a research project
• Job Market
• Profession in research
 Research is scientific

• Objective

• Ethical

• Made known for critical scrutiny

• Exhaustive

• Logic
Topic Formulation
 From Topic to Title
• Field of study
• Topic of research project

• Issue/ question

• Title of the monograph/ research paper

• Subtitle : Limits and explains the title

• Rationale = Reason behind your choice of the topic

 From Topic to Title

• Literature: Novel, short story, drama, …

• Linguistics: Applied linguistics, theoretical linguistics

• Media: Cinema, social networks, magazines, ….

• Others: Sociology, education, sport, ….

 From Topic to Title

• Field of Research: Media

• Topic: Cinema

• Issue: How Hollywood Represents Morocco

• Title: Representation of Morocco in Hollywood:

Subtitle: Gender and Space (2000-2023)

 Title Formulation
•The title to be provided for your paper should:
•Mirror your research objectives

•Answer the what, the who and the where questions

•It is important to use some expressions that can show
exactly what the purpose of the study is, who is involved
in the study and where the study is conducted:
 Topic Formulation

• A study of…

•An investigation of …

•A comparison between …

•An analysis of…

 Topic Formulation

•The use of …

•The impact of …

•The relationship between …

•The representation of …
 Topic Formulation
• Attitudes towards …..
• Perceptions of ….
• A …………………… approach to
• ………………As a Case Study
• The Case of ………………………..
• With Special Reference to……
 Title Formulation: Samples
• An Investigation of the Exploitation of Under-Age
Maids: The Case of the City of Meknes

•An Investigation of Sexual Harassment in Public

Transportation: The case of Females in the City of
Meknes

• Representation of Morocco in Hollywood Cinema:

Gender and Space (2000-2023)
 Title Formulation: Samples
•A Study on Students’ Violence against Teachers
With Special Reference to High Schools in the City
of Meknes

•Attitudes towards the Implementation of Sex

Education in Moroccan Schools: The Case of
Students, Parents and Teachers in the City of ….
 Title Formulation: Practice
• ICT in Moroccan Education System
• Students’ participation in class

• Classroom management

• Fear and pleasure in Horror Movies

• Online Eductation
 Title Formulation: Practice
• Formulate a title for the research you want to
work on this year
How To Write An Introduction
 How To Write An Introduction
1. Craft an enticing and engaging opening section

2. Provide a background and context to the study

3. Clearly define the research problem

4. State your research aims, objectives and questions

5. Overview of your Methodology

5. Explain the significance of your study

6. Identify the limitations of your research

 Craft an enticing opening section
• It is an opening paragraph of the whole introduction

• This section needs to provide a high-level overview of your

research paper.

• Typically, you’ll include the following:

• A sentence or two introducing the field of your research

• A sentence introducing your specific research problem

 Craft an enticing opening section

• A sentence stating your research aims and objectives

• A sentence outlining the layout of the introduction

• This section needs to be concise (it’s just an opener), so keep it

short and sweet.
 Background and Context to the study
• You should provide a broad overview of the topic area

• You should give the reader a foundational understanding of your

research area.

• This section could, for example, present a brief history of the topic,
recent developments in the area, key pieces of research in the area,
etc.

• Use some key studies to review the literature on the topic

• Explain any specific concepts, complex terminology....

 Statement of The Research Problem
• After introducing the research background, you should highlight the
specific research problem of your paper.

• To present your research problem:

• 1. you make clear what exactly is missing in the current literature

• 2. explain and justify why this is a problem.

 4. Research Aims, Objectives and Questions

• This is where you will present the “golden thread” of your

research study, which is made up of your research aim(s),
research objective(s), and research question(s).

• These three dimensions will determine the focus and your

study.
4. Research Aims, Objectives and Questions
 4. Research Aims
• The research aim is the main goal or the purpose of your study.

• It’s a high-level statement of what you’re seeking to achieve.

• Research aims will typically look something like this:

• This research aims to…/The aim of this study…/This study planned to

• Example: This research aims to assess the effects of Virgin Atlantic

 4. Research Objectives
• As opposed to the research aims, the research objectives (RO) are a bit
more practically oriented, looking at specific things you’ll be doing
to achieve your research aim(s).

• They break down the research aims into more specific, actionable
tasks.

• ROs describe the actions you’ll take and the specific things you’ll
investigate to achieve your research aims.

• Your research objectives need to be SMART (i.e. Specific,

Measurable, Achievable, Relevant and Time-bound).
 4. Research Objectives

• Research Objectives should break down the research aims into

more specific, actionable tasks and time-bound.
 4. Research Objectives
• Example of a set of research objectives:

• Analyzing the nature of organizational culture at Virgin Atlantic by

September 1, 2022

• Identifying factors impacting Virgin Atlantic organizational culture

by September 16, 2022

• Analyzing impacts of Virgin Atlantic organizational culture on

employee performances by September 30, 2022
 4. Research Questions

• The research questions directly relate to the research objectives.

• They translate the research objectives into answerable questions.

 4. Research Questions

• These questions will act as the driving force throughout your

research– from the literature review to the methodology and
onward.

• The research questions directly relate to the research objectives.

• They translate the research objectives into answerable questions.

 4. Research Questions

• What is the nature of the organizational culture at Virgin Atlantic?

• Which factors may contribute to the organizational culture?

• What is the relationship between the organizational culture and

employee performance?
 Research Methodology
• Provide an overview of your research methodology:

• Briefly describe the process of your research methodology that

you plan to use to carry out your study.
 The Significance of the Study
• You should make a strong argument on your study’s importance and
significance.

• Now that you’ve covered the what, it’s time to cover the why

• Now is your chance to clearly state how your study will benefit either
industry, academia, or – ideally – both.

• In other words, you need to explain how your research will make a
difference and what implications it will have.
 The Significance of the Study
• This section doesn’t need to be lengthy, but it does need to be
convincing. You need to “sell” the value of your research here

• Sample: “This study will contribute to the body of knowledge on skills

development by incorporating skills development strategies and
approaches for industries in which knowledge and skills are rapidly
and constantly changing. This will help address the current shortage of
research in this area and provide real-world value to organisations
operating in such dynamic environments.”
 The Limitations of Your Research
• No piece of research is perfect.
• Generally, you’ll want to consider at least the following four common
limitations. These are:

• Your scope – for example, perhaps your focus is very narrow and
doesn’t consider how certain variables interact with each other.

• Your research methodology – for example, a qualitative methodology

could be criticised for being overly subjective, or a quantitative
methodology could be criticised for oversimplifying the situation (learn
more about methodologies here).
 The Limitations of Your Research
• Your resources – for example, a lack of time, money, equipment and
your own research experience.

• The generalisability of your findings – for example, the findings from

the study of a specific industry or country can’t necessarily be
generalised to other industries or countries.

• Don’t be shy here. There’s no use trying to hide the limitations or

weaknesses of your research.
 Structure of the Paper
• The purpose of this section is simply to provide your reader
with a roadmap of the structure of your research paper.

• You provide a summary of each chapter’s purpose and

contents

• It’s purely an outline, not a description of your research, so a

sentence or two explaining what you’ll do in each chapter is
generally enough to help the reader become situated.

• Remember, you only need to describe what you’ll do, not

what you found.
THE RESEARCH PROCESS
 THE RESEARCH PROCESS
• The research process is similar to undertaking a journey.

• What you want to find out about ( what answers for which questions)

• How to go about finding the answers

• To find answers to your R. questions, there are 11 practical

steps:
 1.Formulating the Research Problem
• The formulation of a general topic into a specific research
problem constitutes the first step in a scientific enquiry.

• The researcher should examine the available literature written

on the selected problem.

• Conceptual literature concerning the concepts and theories

• Empirical literature consisting of studies made earlier which

are similar to the one proposed.
 2. Extensive Literature Survey
• Once the problem is formulated, a brief summary should be
written down.

• The researcher should undertake extensive literature survey

connected with the problem.

• One can rely on Academic journals, published or unpublished

bibliographies, conference proceedings, reports, books etc.,

• The earlier studies, if any, which are similar to the study in hand
should be carefully studied.
 3. Development of working hypotheses
• Working hypothesis is tentative assumption made in order to
draw out and test its logical or empirical consequences.

• Hypothesis should be very specific and limited to the piece of

research in hand because it has to be tested.

• The role of the hypothesis is to guide the researcher and to

keep him on the right track.
 3. Development of Research Questions
• A research question is a specific inquiry which the research
seeks to answer.

• It helps you to clearly define a path for the research process.

• It focuses on the research, determines the methodology and

hypothesis,

• It guides all stages of inquiry, analysis, and reporting.

• With the right research questions, you will be able to gather

useful information for your investigation.
 4. Research Design
• A research design is the arrangement of conditions for collection
and analysis of data in a manner that aims to combine relevance
to the research purpose with economy in effort, time and money.

• The design includes an outline of what the researcher will do

from writing the hypothesis/research questions to the final
analysis of data.
 Research Design
• What is the study about? Why is the study being made?

• Where will the study be carried out?

• What type of data is required? Where can the data be found?

• What periods of time will the study include?

• What techniques of data collection will be used?

• How will the data be analysed?

 5. Sample Design
• A sample design is a plan for obtaining a sample from a given
population.

• A sample design helps to decide the number of items to be

included in the sample, i.e., the size of the sample.

• The sample design should be determined prior to data

collection.
 6. Data Collection
• Data can be collected by many procedures:

• Observation

• Interview

• Questionnaires

• Archives, Books, Films, ….

 7. Execution of the Project

•After planning the major steps, the researcher should see

that the project is executed in a systematic manner and in
time.
 8. Data Analysis
• After the data have been collected, the researcher turns to the
task of classifying and analyzing them.

• Coding process is done at this stage

• Editing improves the quality of the data for coding.

• After coding, the stage is ready for tabulation and themes.

• Tabulation is a part of the technical procedure wherein the

classified data are put in the form of tables.
 9. Hypothesis-testing
• After analyzing the data as stated above, the researcher is in a
position to test the hypotheses

• Do the facts support the hypotheses or they happen to be

contrary?

• Answering the research questions

 10. Generalizations and interpretation
• If a hypothesis is tested and upheld several times, it may be
possible for the researcher to arrive at generalisation, i.e., to
build a theory.

• If the researcher had no hypothesis to start with, he might seek

to explain his findings on the basis of some theory. It is known
as interpretation.

• The process of interpretation may quite often trigger off new

questions which in turn may lead to further research.
 11. Preparing the report or the thesis
• Finally, the researcher has to prepare the report/research paper
of what has been done to submit for review/evaluation.
Determining the Research
Problem
 Determining the Research Problem
• Avoid over-consumed research problems

• A novice researcher has to avoid any vague or controversial

research,

• Familiarity of the research is important,

• If the field of inquiry is quite new, the preliminary study is

preferable.
Determining the Research
Problem
•You know, I have to conduct a research for my
graduation and I dont know where to start. Could
you advise?
 Research Problem

• “A research problem refers to an unanswered question that a

researcher might encounter in the context of either a theoretical
or practical situation, which he/she would like to answer or find
a solution to.”
 Types of Research Questions
• Qualitative Research Questions
• The aim of qualitative research questions is to gather non-
statistical information pertaining to the experiences,
observations, and perceptions of the research subjects

• Open-ended Questions

• What …..?
• Why……?
• How……?
 Quantitative Research Questions
• Quantitative research questions are used to gather quantifiable
data. Questions are more specific and direct because they aim at
collecting information that can be measured; that is, statistical
information.
• Close-ended Questions
• Did you enjoy this event?
• Yes
• No
• How likely are you to cheat in exams?
• Very Likely,
• Unlikely, …
 Ways to Identify a Research Problem

•Observation

•Preliminary readings

•Discussions with experts and guides, …

 Determining a Research Problem
• Understanding the problem thoroughly,

• Rephrasing the problem into meaningful terms.

• The best way of understanding the problem is to discuss it with

one’s own colleagues or with those having some expertise in the
matter.
 Characteristics of the Research Problem
• Define the broad area of research and subarea of interest

• There must be an individual (or a group or an organization)

• There must be an environment

• At least two reasons, courses of action, factors…etc

• At least two possible outcomes of the course of action

• There must be at least two objectives
 Defining The Research Problem
• The broad area of research:

• Child Labor

•The subarea of interest:

• Why are little girls exploited as maids?

 Defining The Research Problem
• An individual/ group or organization (Sample of the problem)
• Girls under 15 years old

• The environment to which the difficulty pertains

• Morocco, Meknes, …

• Courses of action, reasons, explanations, factors, …..

• Poverty, parents’ ignorance, lack of awareness about rights,
lack of implementation of laws, lack of effective legislative
laws, …
 Defining The Research Problem
• At least two possible outcomes of the course of action
• Physical, psychological and sexual abuse, violation of the child’s
rights: childhood and education, poor social skills, increased
ignorance and illiteracy rates

• The objectives of the study

• The study investigates the factors behind the exploitation of little
maids in the city of Meknes. It also attempts to determine the
social, physical and psychological impacts of this exploitation
on the little girls employed.
 1. The broad area of research: Cheating in exams
• The subarea of interest: ……………………..………………..
• An individual/ group or organization
• …………………………………………………………………………………..……
• The environment to which the difficulty pertains
• …………………………………………………………………………………………
• Courses of action, reasons, explanations, factors, …..
• ………………………………………………………………………….…………………
• At least two possible outcomes of the course of action
• ……………………………………………………………………..………………………
• The objectives of the study
• ………………………………………………..………………………………………
 1. The broad area of research: Women in Cinema
• The subarea of interest: ……………………..…………………..………..
• An individual/ group or organization
• …………………………………………………………………………………..……
• The environment to which the difficulty pertains
• …………………………………………………………………………………………
• Courses of action, reasons, explanations, factors, …..
• ………………………………………………………………………….…………………
• At least two possible outcomes of the course of action
• ……………………………………………………………………..………………………
• The objectives of the study
• ………………………………………………..………………………………………………………
1. The broad area of research: Sexual harassment
• The subarea of interest: ………………………..
• An individual/ group or organization
• …………………………………………………………………………………..……
• The environment to which the difficulty pertains
• …………………………………………………………………………………………
• Courses of action, reasons, explanations, factors, …..
• ………………………………………………………………………….…………………
• At least two possible outcomes of the course of action
• ……………………………………………………………………..………………………
• The objectives of the study
• ………………………………………………..………………………………………
 1. The broad area of research: Your Own Topic
• The subarea of interest: ………………………..
• An individual/ group or organization
• …………………………………………………………………………………..……
• The environment to which the difficulty pertains
• …………………………………………………………………………………………
• Courses of action, reasons, explanations, factors, …..
• ………………………………………………………………………….…………………
• At least two possible outcomes of the course of action
• ……………………………………………………………………..………………………
• The objectives of the study
• ………………………………………………..………………………………………
Thesis Statement
&
Hypothesis
 Thesis Statement
•The thesis statement is the most important sentence in
your paper.

•If someone should ask you, “What does your paper

say?”, your answer would be your thesis statement.

•Everything you write will support this statement.

 A good thesis statement usually includes
• Answer to the problem/ research question.

• Ask yourself the question and then answer it with your thesis

• Is it truly an answer? (if not, change the question or the

answer!)

• Main idea of the paper.

The entire paper is based on thesis statement.
 A good thesis statement usually includes
• Point of view
• your view of the topic and what you want to say about it.
• Your stand
• An element of interest
• The thesis should be interesting, engaging, ….
• Be creative and original
• Clarity
• It should be understandable after one reading and have no
mistakes.
 Thesis Statement
•A good thesis statement:
•is a well focused and specific sentence – it covers exactly
the topic you want to talk about, no more and no less

•It answers the what? and why? questions.

• To be specific, you can address How, Where, When …

 Thesis Statement
• A good thesis statement:

•appears in the paper’s introduction (in bold type)

•lets the reader know what to expect

•helps to organize and develop the content of the paper

•is written in the form of a statement

 Thesis Statement
• A good thesis statement:
• has no antecedents outside the sentence (the word to which a
pronoun refers.)

• Example:
• Instead of: It is the greatest of the British invasion albums….

• Write: The Beatles Abbey Road is the greatest of the British

invasion albums…..
 Thesis Statement
• Instead of: It is the greatest of the British invasion albums…..

• Write: The Beatles Abbey Road is the greatest of the British

invasion albums because …..

• In this study, it is argued that The Beatles Abbey Road is the

greatest of the British invasion albums because ……

• This study argues that The Beatles Abbey Road is the greatest of
the British invasion albums because …..
 Thesis Statement
•Did I answer the question? Rereading the question can
help you fix an argument that misses the focus of the
question.

•Have I taken position that others might challenge or

oppose? If your thesis simply states facts that no one
would, or even could, disagree with, it’s possible that you
are simply providing a summary, rather than making an
argument.
 Thesis Statement
• Is my thesis statement specific enough?

•Thesis statements that are too vague often do not have a

strong argument.

• If your thesis contains words like “good” or “successful,”

see if you could be more specific:

•why is something “good”; what specifically makes

something “successful”?
 Thesis Statement
• Does my thesis pass the “So what?” test?

• If a reader’s first response is, “So what?” then you need

to clarify, to establish a relationship, or to connect to a

larger issue.

• Shakespear is a famous English writer.

 Thesis Statement
• Does my thesis pass the “how and why?” test?

•If a reader’s first response is “how?” or “why?” your

thesis may be too open-ended and may lack guidance for
the reader.

•See what you can add to give the reader a better view on
your position right from the beginning.
 Thesis Statement Samples
•Crime must be stopped.
• Weak because it is a general statement. What crime? Where?...

•The court needs to implement stronger sentences.

• Weak because it lacks specifics; what type of sentences?

•Charles Dickens is a good author.

• Weak because it is obvious; This is a widely accepted opinion.
What about his style that makes him a good author?
 Thesis Statement Samples
• History is an important subject.
• Weak because it is too general; Why is history an important
subject? What kind of history?

• Charles Dickens uses the setting of his novels to emphasize the

theme of class division.
• Strong because it provides a specific aspect of Dickens’ work to
discuss
 Thesis Statement Samples
• Socialism is the best form of government for Kenya because it
will promote equal opportunity for workers.
• Strong because it states specifically why socialism is best for
Kenya

• This study argues that Sigmund Freud is one of the greatest

psychologists in medical history.
• Weak; Why is he one of the greatest psychologists in medical
history? This is too general and could discuss almost anything.
 Thesis Statement Samples
• Mastring English becomes necessary.

• Movies are becoming more and more daring in their subject

matter.

• This study argues that Sigmund Freud is one of the greatest

psychologists in medical history.
 Thesis Statement Samples
• Because Banana Herb Tea Supplement promotes rapid weight
loss that results in the loss of muscle and lean body mass, it
poses a potential danger to customers.
• Strong because it provides a supposed fact that the paper will
prove.

• Movies are becoming more and more daring in their subject

matter.
• Weak; How are they becoming daring? What is the argument?
SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

•In (title of work), (author) (illustrates, shows) (aspect)

(adjective).

•Example:

•In “Barn Burning,” William Faulkner shows the

characters Sardie and Abner Snopes struggling for their
identity.
SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

•In (title of work), (author) uses (one aspect) to (define,

strengthen, illustrate) the (element of work).

•Example:

•In “Youth,” Joseph Conrad uses foreshadowing to

strengthen the plot.
SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

•In (title of work), (author) uses (an important part of

work) as a unifying device for (one element), (another
element), and (another element).

•Example:

•In “Youth,” Joseph Conrad uses the sea as a unifying

device for setting, structure and theme.
 The Research Hypothesis
• The research hypothesis:
• Is built around a research problem.

• There should be a well founded rational for all the proposed

hypotheses

• Why did you make these predictions?

• Why are they important?

• Why did you choose the ones you did over others
 The Research Hypothesis
• The research hypothesis:

• Is a translation of the research problem into specific, concrete,

and achievable goals.

• Is an empirically-testable statement about a relationship

involving two or more variables.

• Is a brief statement with prospective outcomes.

 The Research Hypothesis
• Specifies accurately researcher’s assumptions about expected
results as achieved through proposed research design.

• is a tentative answer to a research problem expressed in form of

a clearly stated relation between independent (cause) and
dependent (effect) variables.

• Helps deriving the research questions

 Types of Research Hypothesis
• The null hypothesis (H0)

• The Alternative Hypothesis (H1): Directional or

Non Directional
 Types of Research Hypothesis
• The null hypothesis: no relationship/difference
between two variables
• It states the opposite of what a researcher predicts or expects. It
states there is no actual relationship between the variables.

• Example:
• It is assumed that there will be no difference in TOEFL
scores between men and women.
 Types of Research Hypothesis
• Non/Directional Hypothesis: it tests for differences or
relationships. (Challenges the H0)
• Examples:
• It is assumed that girls are more helpful than boys
(states the direction of the difference or relationship)

• It is assumed that girls and boys are different in terms of

helpfulness
(does not predict the direction of the difference or relationship)
 RESEARCH VARIABLES
• VARIABLE: is any entity that can take different values

• A variable in research simply refers to a person, place, thing, or

phenomenon that you are trying to measure in some way.

• Attribute: is a specific value on a variable. For example:

• The variable gender has two attributes: males and females.

• The variable “agreement” might be defined as having four

attributes: Strongly agree, Agree, Disagree, Strongly disagree
 TYPES OF RESEARCH VARIABLES
• DEPENDENT: A dependent variable relies on and can be
changed by other components.

• A grade on an exam is an example of a dependent variable

because it depends on factors such as how much sleep you got
and how long you studied…
 TYPES OF RESEARCH VARIABLES

• INDEPENDENT: An independent variable is a singular

characteristic that the other variables in your experiment cannot
change.

• Age is an example of an independent variable. Where someone

lives, what they eat or how much they exercise are not going to
change their age…
TYPES OF RESEARCH VARIABLES
 TYPES OF RESEARCH VARIABLES
• Independent variables can influence dependent variables,
but dependent variables cannot influence independent
variables.

• For example, the time you spent studying (dependent) can

affect the grade on your test (independent), but the grade on
your test does not affect the time you spent studying.

• EXTRANEOUS: are factors that affect the dependent variable

but the researcher may not originally consider when designing
the experiment.
 THE NATURE OF THE RELATIONSHIP

• CAUSAL RESEARCH: Is used to determine the cause and

effect relationship between two variables.

• CORRELATIONAL RESEARCH: studies the relationship

between two variables with the help of statistical analysis.
 THE NATURE OF THE RELATIONSHIP

• Causation means one thing causes another—in other words,

action A causes outcome B.

• Correlation is simply a relationship where action A relates to

action B—but one event doesn't necessarily cause the other
event to happen
THE NATURE OF THE RELATIONSHIP
 THE NATURE OF THE RELATIONSHIP
PATTERNS OF RELATIONSHIPS

• POSITIVE RELATIONSHIP: high values on one variable

are associated with high values on the other and low values on
one are associated with low values on the other

• NEGATIVE RELATIONSHIP: high values on one variable

are associated with low values on the other
 Research Hypothesis- Samples
• The issue of little maids’ exploitation Research hypothesis
• Causal: In this study, it is claimed that ignorance and
poverty are more likely to be the reasons behind the
increasing rates of under-age girls employment in Meknes.

• Research variables: the dependent variable is the

increasing rates of under-age girls employment; the
independent variables are ignorance and poverty.
 Research Hypothesis- Samples
• The issue of little maids’ exploitation Research hypothesis
•Correlational: It is hypothesized that the more the
legislative laws are not implemented the more little girls
would be exploited as maids.

•Research variables: the dependent variable is the

exploitation of little maids; the independent variable is
the non-implementation of legislative laws.
 Research hypothesis- Issues
• Language issues; Inconsistency in tenses

• Research objective: no hypothesis/Long and too wordy

• No hypothesis at all; it is a research finding

• Hypothesis that is not logical

 Research hypothesis- Issues
• Language issues: Inconsistency in tenses

• Girls tend to code switch more than boys to show their

educational level, that they, too, were competent
 Research hypothesis- Issues
• Research objective: no hypothesis/Long and too wordy
This research paper investigates the factors behind cheating
among High scholars in Fez. It also describes the outcomes and
the impact of this issue on both students and the educational
system. Students’ resort to cheating is basically attributive to
their low morals; they prefer to obtain good grades rather than
knowledge. Second, they find it _sometimes along with
teacher_ rightful to resort to cheating given to the large
amount of course material crammed in the curriculum.
Consequently, Students normalize this habit as it pays off every
scholar year and thus they become lacking in the basic
knowledge and skills.
 Research Hypothesis- Issues
• No hypothesis at all; it is a research finding

•According to the higher education experts, females are

more academically successful in language mastery than
males.
 Research Hypothesis- Issues
•Hypothesis that is not logical

• It is hypothesized that History department students are

less likely to use internet effectively than English

department students because they don’t have enough
knowledge in technology
 Research Hypothesis- Samples
• The issue of little maids’ exploitation

• Thesis statement: In this study, it is argued that the

increasing rates of under-age girls employment in Meknes
have raised national controversy over the measures taken so
far in order to address the issue and the extent to which these
measures have been effective.
 Research Hypothesis- Samples
• The Issue of Sexual Harassment Research hypothesis
• Causal: It is assumed that lack of morals and lack of
legislative laws are more likely to be the reasons behind
the increasing rates of sexual harassment in public
transportation in the city of Fez.
•Research variables: the dependent variable is sexual
harassment in public transportation; the independent
variables are lack of legislative laws and lack of morals.
 Research Hypothesis- Samples
• The issue of sexual Harassment

•Thesis statement: In this study, it is argued that sexual

harassment in public transportation is more likely to
destroy the cultural principles and kill the sense of trust
and security in communities where women are merely
reduced to sexual objects and toys.
 Research Hypothesis- Samples
• The issue of attitudes towards sex education Research
hypothesis

• Correlational : In this study, it is assumed that the more

conservative a community is the more likely it is to hold
negative attitudes towards sexual education.

• Research variables: the dependent variable is attitudes

towards sex education; the independent variable is the
community‘s degree of conservatism.
 Research Hypothesis- Samples
• The issue of attitudes towards sex education
• Thesis statement: In this study, it is argued that while some
Moroccans might support the idea of teaching sex education in
school at the level where it is appropriate, they are often
against including any information on contraception because
this would outrage many parents and jeopardize the whole idea
of sex education.
 Practice: Issues in the Research Hypothesis
• While some people assumed that the use of Moroccan
Darija as a language of instruction facilitates the process of
learning and increases productivity, others may have
negative attitudes toward it claiming that implementing it
may lead to employment Difficulties & Low qualification
• ……………………………..
 Practice: Issues in the Research Hypothesis

•According to a study on higher education, it is found that

females are more academically successful in language
mastery than males.
•……………………………..
 Practice
• Develop a hypothesis/thesis statement for the following topics:

• Gender and academic success

• Students’ failure and Internet use

Review of the Literature
 Purpose
•Analyze critically through summary, classification, and
comparison of prior research studies, reviews of
literature, and theoretical articles.

• CRITICAL READING:
• Don’t read looking only for information
• Do read looking for ways of thinking about the subject
matter
 Other Purposes
• Summary and synthesis of the state of knowledge – existing
studies and findings

• Evaluation - strengths and limitations in methods, results and

conclusions

• Identification of gaps in knowledge

• Providing background and justification of one’s own research

objective and methodology
 Introduction
• The introduction explains the focus and establishes the
importance of the research problem.

• It discusses what kind of work has been done on the topic and
identifies any controversies within the field or any recent
research which has raised questions about earlier assumptions.

• It may provide background or history.

 Body
• Often divided by headings/subheadings,

• The body summarizes and evaluates a group of studies and

other types of literature according to common denominators:
qualitative vs. quantitative, conclusions of authors…
 Body
• It notes major themes or topics, the most important trends, and any
findings about which researchers agree or disagree.

• The purpose is to make an argument that will justify your proposed

research

• It should discuss only that research which leads directly to your own
project.
 Conclusion
• The conclusion summarizes all the evidence presented and
shows its significance.

• The review should highlight gaps and indicate how previous

research leads to your own research project and chosen
methodology.
 Final note
• A literature review is a piece of discursive prose, not a list
describing or summarizing one piece of literature after
another.

• It’s usually a bad sign to see every paragraph beginning with

the name of a scholar.

• You are not trying to list all the material published, but to
synthesize and evaluate it according to the guiding concept of
your research question.
 Final note
• Read the article's abstract or summary to see if it is a useful

• Skim the entire article making a mental note of the main topics

• Classify and code the article according to some system of your own
devising.

• Indicate any statements that are direct quotations

• Write the complete reference in APA/MLA style

 THINGS NOT TO DO

•Trying to read everything!

•Reading but not writing!

•Not keeping bibliographic information!

Outlining
 Decimal Outline
1. ……………………………
1.1. …………………………
1.2. ……………………………
1.2.1 …………………………
1.2.2. ………………………
2. …………………………
2.1. ……………………………
2.1.1. ………………………
2.1.2 ………………………
2.3.1. …………………….
2.3.2. …………………….
2.2. ……………………………
 Alphanumeric Outline
I. …………………………………………………………………
A.…………………………………………………
1. ………………………………
a. ……………………………
b. ……………………………
2. …………………………………
a. ……………………………
b. ……………………………
B.………………………………………
1. …………………………………
2. …………………………………
a. ………………………………
b…………………………………
 Sentence Outline
I. The environment attracts birds.
A. Planting the right vegetation attracts birds.
1. Windbreaks provide birds protection.
2. Living fences provide birds nesting and roosting sites.
3. Shrub buffers provide birds protection.
a. ……………………..
b. …………………….
B. Developing water sources attracts birds.
1. Farm ponds provide birds with water and food.
2. Grass waterways attract birds of different varieties.
 Topic Outline
I. Environment
A. Vegetation
1. Windbreaks
2. Living fences
3. Shrub buffers
B. Water
1. Farm ponds
2. Grass waterways
 Outline Sample
I. Colonialism in The Tempest
A. Caliban’s enslavement
1. Ruler of the island
2. Prospero’s arrival
a. Kind treatment at first
b. Imprisonment
B. Historical connections
II. Resistance in the Tempest
 Your outline should include the following:
•Introduction

•I. Literature review

•II. Methodology

•III. Analysis

•IV. Discussion
 Introduction
• Research general background

•Motivation (Why this work is important)

•Research hypothesis or Thesis Statement

•Objectives (Goals of this paper)

•Research questions

•Organizational overview of paper = Research blueprint

 Literature Review
A. Heading for topic area 1

B. Heading for topic area 2

C. Heading for topic area 3

D. Heading for topic area 4

• You should review major findings of previous research on
your topic
 Methodology
• A. Research hypothesis
• B. Resrach objectives
• C. Research questions
• D. Research variables
• E. Sample population
• F. Research approaches
• G. Data collection procedures
• H. Limitations
 Analysis: (What was found)
•A. Results/Discussion topic area 1

•B. Results/Discussion topic area 2

•C. Results/Discussion topic area 3

 Conclusion & Implications
•Summary of objectives and approach of this paper

•Major findings of this paper

•Important implications of this paper's findings

•Needed future work in the field

• References (APA)/ Works Cited (MLA)
 Sample Outline on
Attitudes towards Sex Education in
Morocco
 Introduction
•Background
•Motivation
•Research problem
•Research hypothesis or Thesis Statement
•Objectives
•Research questions
•Research blueprint
 I. Review of the Literature
1. Definition of sex education
2. Importance of sex education
3. Attitudes towards sex education
4. Sex education worldwide
5. Sex education in Morocco
 II. Methodology
1. Research hypothesis and research objectives
2. Research questions
3. Research variables
4. Population Sample
5. Research approaches
6. Data collection procedures
7. Limitations
 III. Analysis
1. Educators, students and parents’ attitudes towards
implementing sexual education

2. The motives behind the positive attitudes towards sexual

education

3. The motives behind the negative attitudes towards sexual

education

4. The extent to which sexual education can be implemented

5. How sexual education can be implemented

 Topic: Attitudes towards Sex Education

•Conclusion & Implications

•References / Works Cited

•Appendices
 Paper Outline: Practice
• Choose one of the previous topics and
develop a tentative outline for your
research
Documentation Styles
MLA & APA
 MLA & APA
•MLA and APA refer to systems of citing research
sources.

•They both circulates guidelines for preparing student to

organize their research papers, projects and scholarly
manuscripts …
 Focus of MLA Style
•Modern Language Association (MLA)
•Humanities and related areas (i.e. literature, Cultural
Studies)
•Focuses on authorship: “…(Smith and Johnson)”
•Format is designed for ease of presentation
•Often viewed as “easier” to follow by students
 Focus of APA Style

•American Psychological Association (APA)

•Social sciences (i.e. psychology, sociology, and

linguistics)

•Focuses on date of publication: “…(Smith & Johnson,

2009)”
 Comparing References

•MLA: Bibliography (Works Cited title)

•APA: Reference Page (Reference title)

• Both MLA and APA require that you organize your

citations alphabetically by the first letter of an author’s
last name.
Book Citation – MLA General Format

Last name, First name. Title of Book. City of Pub: Publisher, Year. Medium.
1 , 2 . 3 . 4 : 5 , 6 . 7 .

• Meyer, Stephanie. Eclipse. London: Routledge, 2007. Print

Book Citation – APA General Format

Last name, First Initial.(Year). Title of Book. City of Pub, State: Publisher.

1 , 2 . 3 . 4 . 5 , 6 : 7 .

•Meyer, S. (2007). Eclipse. London: Routledge.

 MLA Style
• Work title (Capitalize 1st letter of all words in title)

• Publication medium (i.e. print, web, DVD)

• In-text citations: “…no significant results” (Johnson 34).

• Johnson, Thomas. Studies in College. New York: McGraw-Hill,

2003. Print.
 APA Style
•Work title (Capitalize only 1st letter of first word in title)

•In-text citations:“…no significant results” (Johnson,

2003, p. 34).

• Johnson, T. (2003). Studies in college. New York, NY:

McGraw-Hill.
 Citation – MLA General Format

We use et al, when we have more than 2 authors

Schneider, Zevia, et al. Nursing and Midwifery Research: Methods and

Appraisal for Evidence-Based Practice. 3rd ed., Elsevier Australia,
2007.
 Citation – APA General Format

We use et al, when we have more than 2 authors in in-text

citation, but we mention the list of all authors in the list of

references
 Publisher
Publication Date
 Italicized Titles

Italicize the names of:

•Books, plays, periodicals (newspapers, magazines,

journals),

•Web sites, online databases, films, television and radio

broadcasts, works of visual art, etc.
 Titles in Quotation Marks

Use quotation marks for the titles of:

articles, essays, short stories, short poems …

 Parenthetical Documentation (MLA)
Short Quotation

•Use the author’s last name and the page number of the
reference to identify the source and location of the
citation

•It is stated that “with ice in my heart, I watched him

prepare to defend me” (Meyer 1).
 Parenthetical Documentation (APA)
Short Quotation

•Use the author’s last name and the page number of the
reference to identify the source and location of the
citation

•It is stated that “with ice in my heart, I watched him

prepare to defend me” (Johnson, 2003, p. 34).
 Long Quotations (MLA 55)
Ø If a quotation is more than 4 lines MLA/ 40 words APA

Ø set it off from your text by beginning a new line,

Ø indenting from the left margin,

Øwithout adding quotation marks.

ØA colon generally introduces a quotation displayed this

way.
 MLA

It is not until near the end of The Hound of the

Baskervilles that the hound itself is actually seen:
A hound it was, an enormous coal-black hound, but not such
a hound as mortal eyes have ever seen. Fire burst from its
open mouth, its eyes glowed with a smouldering glare, its
muzzle and hackles and dewlap were outlined in flickering
flame. Never in the delirious dream of a disordered brain
could anything more savage, more appalling, more hellish
be conceived than that dark form and savage face which
broke upon us out of the wall of fog. (Doyle 82)
 APA

It is not until near the end of The Hound of the

Baskervilles that the hound itself is actually seen:

A hound it was, an enormous coal-black hound, but not such

a hound as mortal eyes have ever seen. Fire burst from its
open mouth, its eyes glowed with a smouldering glare, its
muzzle and hackles and dewlap were outlined in flickering
flame. Never in the delirious dream of a disordered brain
could anything more savage, more appalling, more hellish
be conceived than that dark form and savage face which
broke upon us out of the wall of fog. (Doyle, 2000, p. 82)
 Comparing In-Text Citations
•MLA: As Johnson and Maiden explained, their “study…
classes” (34).
•APA: As Johnson & Maiden (2003) explained, their
“study…classes” (p. 34).
•MLA: “…in language classes” (Johnson and Maiden 34)

•APA: “…in language classes” (Johnson & Maiden, 2003,

p. 34)
 How to Cite Books- Check
•MLA: Last name, First name. Title of Work. City of Pub:
Publisher, Year. Medium.

•APA: Last name, First Initial. (Year). Title of work. City of

Pub, State: Publisher.

• MLA: Johnson, Thomas. Studies in College. New York:

2003. McGraw-Hill. Print.

•APA: Johnson, T. (2003). Studies in College. New York, NY:

McGraw-Hill.
 Books
•Try to cite this book in both MLA and APA
• Author: Stephen Jones
• Title: A Review of Industry Standards
• Year of Pub: 2010
• City of Pub: London
• Publisher: Stanton Publishing Group
 Books
•MLA:
•Jones, Stephen. A Review of Industry Standards.
London: Stanton Publishing Group, 2010. Print.

•APA:
•Jones, S. (2010). A review of industry standards.
London: Stanton Publishing Group.
 Articles in Journals
•MLA:
•Last name, First name. “Title of Work.” Journal Title
Volume.Issue (Year): page numbers. Medium.

•APA:
•Last name, First Initial. (Year). Title of work. Journal
Title, Volume(Issue), page numbers.
 Articles in Journals
•MLA: Smith, Linda. “Students in Danger.” New England
Journal of Student Progress 7.2 (2007): 142-154. Print.
•APA: Smith, L. (2007). Students in danger. New England
Journal of Student Progress, 7(2), 142-154.

•MLA puts the article title in quotation marks; APA does

not.

•MLA uses the V.I format for volume and issue numbers;
APA uses V(I)
 Articles in Journals
•Try to cite the following journal article in MLA and
APA
•Author: Samuel Brown
•Volume: 4
•Pages: 164-184
•Title: Working for the Union
•Issue: 1
•Journal: Workplace Review
•Year: 1995
 Articles in Journals
•Answers…
•MLA:
•Brown, Samuel. “Working for the Union.” Workplace
Review 4.1 (1995): 164-184. Print.

•APA:
•Brown, S. (1995). Working for the union. Workplace
Review, 4(1), 164-184.
 MLA Practice
•When documenting one author in reference in a text,
which is correct?
•A. This point has been argued before (Frye 197).
•B. This point has been argued before. (Glenn Frye, 197)
•C. This point has been argued before. (Frye 197)
•D. This point has been argued before (Frye, 197).
•Answer: A
 APA Practice
•When documenting one author by name in a text,
which is correct?
•A. Frye has argued this point before (Frye 197).
•B. Frye has argued this point before. (197).
•C. Frye has argued this point before. (Frye, 197).
•D. Frye has argued this point before (P. 197).
•Answer: D
 MLA/ APA Practice
•T/F /You should not use the authors’ last names in the
citation if the authors’ names appear in the text.

•Answer: True

•T/F/ You only use “et al” when you are citing a text with
more than two authors.

•Answer: True
 MLA/ APA Practice
•T/F/ When you use long quotations in the text, you place
the citation before the last quotation mark.

•Answer: False

•T/F/ You only use block quotes when quoting more than
4 lines or 40 words of text.

•Answer: True
 MLA/ APA Practice
•Which of the following is true about block quotes:
• A. The entire block quote is indented

• B. Used when author is mentioned in the text

• C. Page number at end is outside the period

• D. Quotation marks are not used

•Answer: All of the above

 MLA/ APA Practice
•Which is the correct way to cite a website?
•A. The Modern Language Association was founded in
1883 (mla.org).

•B. According to the Modern Language Association’s

(MLA) website, the MLA was founded in 1883 (mla.org).
•C. Both

•Answer: C
 MLA/ APA Practice
•Some expressions used when citing others/quotes:

• X states that ‘‘……...’’

• X and Y argue, ‘‘……...’’

• According to X, it is claimed that ‘‘……...’’

• He notes that ‘‘……..’’

• She suggests that ‘‘……...’’

 MLA/ APA Practice
•Name: Ann Gill
•Date: 2001
•Quote: "Education reform is the best solution for fixing
our public schools"
•Page: 22
• Ann Gill argues, "education reform is the best solution
for fixing our public schools" (22). MLA
• Ann G. (2001) has argued that "education reform is the
best solution for fixing our public schools" (p. 22). APA
 APA Practice
•Name: Jones and Miller
•Date: 1998
•Quote: "Students often had difficulty using APA style,
especially when it was their first time"
•Page: 199

•According to Jones and Miller (1998), "students often

had difficulty using APA style, especially when it was
their first time" (p. 199).
 MLA/ Practice
•Name: Hart
•Date: 1996
•Quote: some primatologists became convinced that their
"apes had learned Language, with a capital L"
•Page: 109

• Hart (1996) notes that some primatologists became

convinced that their "apes had learned Language, with a
capital L" (109).
 APA/ Online Resources
• Journal article
• McDougall, K. L. (2007). Grazing and fire in two subalpine peatlands.
Australian Journal of Botany, 55(1), 42–47. Doi:10.1071/BT06096

• If a DOI isn’t available, simply include the URL and retrieval date

• World Wide Web site:

• Taylor, T. (n.d.). Basic CGOS style. Retrieved March 26, 2000, from
http://www.columbia.edu/cu/cup/cgos/idx_basic.html.
 MLA/ Online Resources
• Author (if available). Title of work. (sponsor or publisher), date of
resource creation (if available), DOI (preferred), otherwise include
a URL. Date of access (if applicable).

• Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28

Nov. 2003, www.cla.purdue.edu/english/theory/. Accessed 10 May
2006.
RESEARCH METHODOLOGY
CHAPTER
 Outline of Methodology Chapter
• Introduction
• Research approach/method
• Sampling
• Data Collection
• Instruments
• Data Analysis techniques
 Introduction
• Establish the connection between your methods and your
research problem
• You should remind your readers what the focus of your
study is, especially:
•The research aims, Objectives, research questions and
Hypotheses
• Briefly mention how you’ll structure the chapter. You don’t
need a lot of detail here – just a brief outline
 Research Approaches/Methods
•Quantitative: generation of data in a quantitative
way: numbers and frequencies
•Qualitative: investigating opinions and behaviours
and analysing them qualitatively.
•Mixed methods: Exploratory or Explanatory

•PS: Justification for the choice of the approaches

•PS. It should not be like a literature review chapter.
 Sampling
• Describe your sample
• Explain why you opt for this not that ….
• Explain your sampling techniques:

• Non- probability/non-random sampling: purposive and

deliberate. It is selected based on characteristics of a
population and the objective of the study.

• Probability/random sampling: blind chance probability

sampling methods. All subjects in the target population have
equal chances to be selected in the sample
 DATA COLLECTION PROCEDURES

•Describe the procedure of data collection step by step

•Explain the different instruments you plan to use

 INSTRUMENTS
•Quantitative data collection instruments:
•Questionnaires
•Used to quantify and measure frequencies,
characteristics, attitudes, motives…etc
•A number of questions arranged in a definite order=
logic + research problem and objective (es)

•Used to elicit quantitative information

 Types of Questionnaires
•Structured
•Respondents select a response from those given

•Unstructured
•Respondents create a response

•Combination
•Contains structured and unstructured items
 Sample of Structured Questionnaire
Why did you choose teaching as a career? Tick each
reason that applies to you.
___ I like working with children.
___ The pay is better than most jobs.
___ I can help my country and society.
___ It is a safe profession for women.
 Sample of Unstructured Questionnaire

Why did you choose teaching as a career? In the space

below give the reasons why you chose to become a
teacher.
 Types of Questions
•Closed questions
Choices are provided to the respondents

•Open questions
Respondents must create responses

•Demographic questions
Questions about the characteristics of the respondents
 Types of Closed Questions

•Dichotomous Questions (2 choices)

•Yes/No

Do you think a paper recycling program should

be started in your school?
Yes No
 Types of Closed Questions
•Multiple-choice Questions
•Give respondents options
•May ask for single or multiple answers
Example: How did you hear about our Website?
___ Newspaper
___ Magazine
___ Radio
___ Internet
___ Other: Please specify __________
 Types of Closed Questions
•Rank Order Questions
• Respondents place things in order
• Example:
• Which activities do you like to do in your spare time?
Place a “1” next to the activity that you like to do most, a
“2” by the next favorite, and so on to the least favorite.
• ___ Watch TV
• ___ Read
• ___ Visit friends
• ___ Surf the Internet
• ___ Shop
 Types of Closed Questions
•Rating Scale
•Also called a “Likert Scale”
•Give a statement; choose your response along a scale

Example:
My students are motivated to learn.

Strongly Agree Not Sure Disagree Strongly

Agree Disagree
 Open Questions

•Used to explore topics in-depth

•Give people a chance to respond in detail

•They are time-consuming to summarize and analyze

 Open Questions

Example:

What changes would you like to see in our science

class? ..........

if yes/no, please explain? ......

Other reasons……….
 Demographic Questions
•Demographic questions may ask about personal
characteristics such as --
• age
• grade
• ethnicity
• gender
• home characteristics
 Problems to Avoid in Writing Questions
1. Leading Questions (Loaded Questions or Biased
Questions)

Examples:

Don’t you agree that discipline is a major problem in this

school?
 Problems to Avoid in Writing Questions
2. Double-Barreled Questions (asking two things in
one question)

Examples:

Did this class increase your interest in science and

motivate you to study hard?
 Problems to Avoid in Writing Questions

3. Unclear or ambiguous questions

Examples:

What do you think about school?

 Problems to Avoid in Writing Questions
4. Halo Effect (questions that link a position to a
particular person or group)

Examples:
Do you agree with the King that research should be one
of the top priorities of Qatar?
Microsoft wants the Independent Schools to do a better
job of teaching science so that students are prepared for
the workplace. Would you agree?
 Problems to Avoid in Writing Questions

5. Offensive questions about personal information

Examples:
Do you ever argue with your parents?

What are the major problems in your home?

 Tips for Creating Good Questionnaires

1. Know your audience

• Make sure that the length, content, and wording matches

the intended audience

• Keep questions clear and concise

• Avoid technical wording

 Ways to Deliver Questionnaires

• Paper-pencil/face-to-face
• Mail or take home
• Telephone
• Online delivery
 Qualitative data collection procedures: Interviews

•A series of oral questions: requiring oral verbal

responses

• Designed to elicit in depth information and details about

people’s attitudes, perceptions, conceptions, behaviours,
and expeiences;

• Used to learn more about the respondents’ answers to

questions
 Types of Interviewing
Face to Face Interviews:
•You can adapt your questions based on participants
responses
•You will need recording equipment
•Highly recommended you bring two recording
devices (in case one fails)
 Types of Interviewing
•Phone Interviews:

•Allows you to interview someone geographically far

away or who is too busy to meet with you
 Types of Interviewing
•Email Interviews:
•Less personal but convenient
•May not get as much information because you are
not able to ask appropriate follow-up questions
 Types of Interviewing
•Chat/Messaging Interview
•Allows you to interview someone geographically far
away
•You can adapt your questions based on participants
responses
•If participants are not fluent in typing, you may not
get lengthy responses
 Types of Interviews
Structured
•Formal
•Carefully worded interview schedule
•Frequently require short answers
•Useful when there are a lot of questions which are not
thought provoking
 Types of Interviews

Semi-structured

•Interview is structured with certain questions

•Allows participant to express answers at length

 Types of Interviews
Unstructured (in-depth)

•Begin by asking a general question

•Encourages the participant to talk freely
•Interview being determined by participants responses
•Interviewer probes for elaboration (“Why”, “Tell me
more”, etc.)
 Questions
•speak slowly and in a soft tone
•control your body language
•know your questions and topic
•ask one question at a time
•remain as neutral as possible, and encourage responses
•provide transition between major topics
 Observation
•Used to gather accurate information as it happens
 Types of Observation
•Participant Observation
•Researcher becomes part of situation being observed
•May gain more understanding by participating
•May alter events by participating

•Non-participant Observation
•Observer does not interact with participants
•Does not question or communicate