(EdPM 2031)

Chapter One:
The Nature of Research
1.1. Meanings of research and its
importance
 1.1. sources / Approaches to Knowledge
The sources /approaches to knowledge commonly known as:
Intuition/common sense: Just I know it. It is the act or process
of coming to direct conclusions without reasoning or inferring.
Culture /tradition : Eg. Fairytale, Gada system leadership philosophy.
Authority: the word of experts. It is an approach to acquiring
knowledge represents an acceptance of information or facts stated
by another because that person is a highly respected source.
Eg. Plato, aristotile, preist or sheik
Reason/ logic (Rationalism): the intellect can capture truth and
knowledge directly. This approach uses reasoning to arrive at
knowledge and assumes that valid knowledge is acquired if the
correct reasoning is used.
Reasoning can be: Deductive and inductive reasoning.
Experience (Empiricism): personal testing and experience through what
we see, hear, taste, smell, and touch.
• Therefore, facts that occur with experience are accepted, and those
are not tested through experience are rejected. Eg. Aklilu Lema
 Revelation: Knowledge from super-power. Eg. Prophet
 Some basic concepts to be known in research:
Science:
the intellectual and practical activity encompassing the systematic
study of the structure and behavior of the physical and natural world
through observation and experiment.
is a systematic enterprise that builds and organizes knowledge in the
form of testable explanations and predictions about the universe.
a systematically organized body of knowledge on a particular subject.
Body of knowledge comprising of measurable or verifiable facts
acquired through application of the scientific method.

The ultimate goal of science is: theory generation and verification.

...

Con…
Theory:
a coherent tested general propositions, commonly regarded as
correct, that can be used as principles of explanation and
prediction.
a set of principles on which the practice of an activity is based.
Eg. Paithagoras theorem.
a supposition or a system of ideas intended to explain something.
a set of inter-related constructs and propositions that specify
relations among variables to explain and predict phenomena.
belief or assumption about how things relate to each other – often
used for cause and effect statements.
provide order to facts and a framework of generalization.
should be simple, consistent with observed relationships, tentative
and verifiable.
 Con…
 Theory:

explains how some aspect of human behavior or performance is

organized.

Eg. Reinforcement theory.

It enables us to make predictions about that behavior.

The components of theory are concepts and principles.

A concept is a symbolic representation of an actual thing (ideally

defining sth actual) - tree, chair, table, computer, distance, etc.
 Con…
Scientific Method:
 Refers to a set of procedures and steps to be followed
in investigation of phenomenon and events.

Involves the principles and processes regarded as

necessary for scientific investigation.

process or approach to generating valid and

trustworthy knowledge.
Steps in Scientific Method
Steps in scientific method consist of five
elements:
Identification and definition of the problem.
Formulation of a hypothesis. Eg………..
Implication of hypothesis through deductive
reasoning.
Collection and analysis of evidence.
Verification, rejection or modification of
hypothesis.
The Role of Scientific Theory
A theory is a set of interrelated construct (concepts),
definitions and propositions that present a systematic view
of phenomena by specifying relations among variables with
the purpose of explaining and predicting the phenomena.
It serves as means and ends in the development of science.
As a means, they provide a framework which guide
scientists in making observation and discovery.
A theory summarizes knowledge and puts in order the
knowledge within a given field.
They also classify and provide meaning to this summarized
knowledge comprising of isolated empirical findings.
As ends, theories provide scientists explanations for
observed events and relationships for specific phenomena
with maximum objectivity.
 .
 According to Gall, et al. (2003), there are
two approaches to develop theory. These are:
1.The ground theory approach: that involves
deriving constructs and laws directly from the
immediate data that one has collected rather
than from prior research and theory.
2.Formulating a theory as a start and then submit it
to a test by collecting empirical data.
 The process of testing a theory has three steps:
 Formulation of hypothesis

 Deduction of observable consequences of the

hypothesis and
 Testing of the hypothesis by making
observations (collecting data).
 What is research?
A systematic search for information and new knowledge.
A systematic process of collecting and logically analyzing
information (data).
Any honest attempt to study a problem systematically to add
to man’s knowledge of a problem.
An inquiry into the nature, the reasons, and the consequences
of any particular set of circumstances, whether these
circumstances are experimentally controlled or recorded just
as they occur.
Research is a scientific inquiry aimed at learning new facts,
testing ideas, solving problems, etc.
 Con..
Research is a process of steps used to
collect and analyze information to increase
our understanding of a topic or issue.
It is a finding of answers to questions in an organized,
logical and systematic fashion.
At a general level, research consists of three
steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question
( Cresswell,2012).
 Con…
Until we have subjected our problem to rigorous
scientific scrutiny, our 'knowledge' remains little more
than guesswork or at best, intuition.
Quality research is the lifeblood of any scientific
discipline.
Without research, disciplines would stagnate and
failing to advance understanding.
(Wann 1997
p.17)
 Importance of research
1. Research Adds to Our Knowledge
Adding to knowledge means that educators undertake research to
contribute to existing information about issues.
Researchers are much like bricklayers who build a wall brick by
brick, continually adding to the wall and, in the process, creating a
stronger structure.
Eg: Sir Isac Newton by posing a very elementary question;
i.e. ,” why things fall down; why not they go up as they fall
down?”, he formulated “ the Law of Gravity”. By so doing
he added to our knowledge of gravity in the Universe.
 Con…
2. Research Improves Practice
suggests improvements for practice.
Armed with research results, teachers and other educators
become more effective professionals.
This effectiveness translates into better learning for kids.
Offers practicing educators new ideas to consider as they go
about their jobs.
Helps practitioners evaluate approaches that they hope will
work with individuals in educational settings.
 Con…
3. Research Informs Policy Debates
Provides information to policy makers when they research and
debate educational topics.
Offers results that can help them weigh various perspectives.
When policy makers read research on issues, they are informed
about current debates and stances taken by other public officials.
To be useful, research needs to have clear results, be
summarized in a concise fashion, and include data-based
evidence.
E.g.: The current Education Road Map
1.2. CHARACTERISTICS OF RESEARCH
It should be researchable and specific:

Systematic – ordered structure of inquiry

Logical – process to evaluate conclusions drawn

Empirical -collection of data (facts, experience, etc.) on which to

base decisions

Replicable – process is recorded so findings and procedures can be

tested again.

Clear and simple: understandable by the readers.

Scientific : uses scientific steps and principles of investigations.

.
 According to Best & Kahn (1992), the major
characteristics of research can be described
as follows:

Research is directed towards the solution of

problems.
Research emphasizes the development of
organizations, principles or theories that will
be helpful in predicting future occurrences.
research is based on observable experience or
empirical evidence.
research demands accurate observation
description analysis and interpretation process.
 .
research strives to eliminate feeling, emotion,
prejudice, favor and preference.
research requires expert’s systematical
approach and accuracy of investigation of
particular problems.
research is not a purely mechanical
approach. i.e. it needs interpretations.
research methods are inadequate for the
solution of many of problems we face.
research is relatively prosaic/ordinary,
repetitive and lacking in impact.
 1.3. Classification of Research
There are plenteous types of research based on
different criteria.
Research can be classified by the degree of direct
applicability to educational practice or settings.
I. Historical Method
Historical method is concerned with the past and
attempts are made to find out the past in the
perspective of the present.
Its process involves investigating, recording,
analyzing and interpreting the events of the past
for discovering generalization.
The historical research method can be studied
under historical, logical and documentary
 .
II. Descriptive Survey Method
Descriptive survey method is concerned with
the present and attempts are made to find out
the present position of the phenomena which
is being investigated.
Its process involves description, recording,
analyzing and interpreting conditions that now
exist.
It often involves some types of comparison or
contrasts and may attempt to discover a cause
and effect relationship.
The descriptive survey methods can be studied
under descriptive, analytical, school and
genetic survey.
 .
III. Experimental Method
Experimental method is oriented towards
what will be when attempts are made to find
out cause and effect relationship.
The experimental method can be studied
under pre experimental designs, true
experimental designs, factorial designs,
quasi- experimental designs and time series
designs.
.
When purpose/function is the classification
criterion, all research studies fall into one of
two categories:
 Basic research and
 Applied research.
1.3.1.Classification of Research by function/Purpose
1.Basic/Pure/Fundamental Research
Is a type of research conducted to develop principles,
laws and theories about natural phenomena.
It is highly concerned to adding theoretical knowledge
and understanding of natural events.
One of the outstanding qualities of human being is his
possession of inquisitive mind as a result of which he
formulates policies, laws and theories.
E.G 1. For instance, Sir Isac Newton’s “ Law of Gravity” is
an example of basic research. He wasn’t interested in solving
the existing problem but rather he was simply interested in
examining natural phenomena and arrived at a conclusion of
law of gravity; which is basic/ pure/ fundamental research.
2. Another example of basic research is “Atomic Theory”
which was formulated by outstanding scientist of all
times, Albert Einstein.
 Con…
2. Applied/Field research.
It is a type of research conducted for the
purpose of applying or testing a theory to
determine its usefulness in solving practical
problems.

E.g: A teacher who asks, “what is the effect of

transactional leadership theory on organizational
performance improvement?” is seeking an
answer to a practical leadership question.
Applied research can be subdivided into
 Evaluation research,
 Research and development (R&D), and
 Action research.
 Con…
1. Evaluation research
Evaluation research is the systematic process
of collecting and analyzing data about the
quality, effectiveness, merit, or value of
programs, products, or practices.
Unlike other forms of research that seek new
knowledge or understanding, evaluation
research focuses mainly on making decisions
about those programs, products, and practices.

E.g: “Is this special science program worth its costs?” “

“Is the new reading curriculum better than the old
one?”
 Con…
2. Research and development (R&D):
It is the process of researching consumer needs and
then developing products to fulfill those needs.
The purpose of R&D efforts in education is not to
formulate or test theory but to develop effective
products for use in schools.
Such products include teacher-training materials,
learning materials, sets of behavioral objectives,
media materials, and management systems.
R&D efforts are generally quite extensive in terms of
objectives, personnel, and time to completion.
Products are developed according to detailed
specifications.
 Con…
3.Action research:
It is any systematic inquiry conducted by teachers,
principals, school counselors, or other stakeholders in
the teaching–learning environment to gather information
about the ways in which their particular schools operate,
the teachers teach, and the students learn.
Its purpose is to provide teacher-researchers with a
method for solving everyday problems in their own
settings.
Because the research is not characterized by the same
kind of control and study results cannot be applied to
other settings.
The primary goal of action research is the solution of a
given problem, not contribution to science.
Eg. Why students achieve low mark on objective
 Research Continuum
Basic Applied
Theoretical Quick Answers
More Invasive/all- Less Invasive/not
encompassing persistent
Laboratory Based Field Based
Internal Validity?
Tightly Controlled > Loosely Controlled
Lacks External Validity Externally Valid
Focus on Mechanism Focus on Effect
More Reductionist/ permits Less Reductionist/not
generalization easy generalize
1.3.2. Classification of Research by type of data
 It is a research method comprises the overall strategy
followed in collecting and analyzing data.
Although there is some overlap, most research studies
follow a readily identifiable strategy.
The largest distinction we can make in classifying
research by
method is the distinction between quantitative and
qualitative research.
Quantitative and qualitative research, in turn, include
several distinct types or methods, each designed to
answer a different kind of research question.
 Con…
A. Quantitative approaches:
Quantitative research approaches are applied to
describe
current conditions, investigate relations, and study
cause–
effect phenomena.
 Is expressed in numerical or statistical form.

1. Survey research:
It determines and reports the way things are.
It involves collecting numerical data to test hypotheses
or answer questions about the current status of the
subject of study.
One common type of survey research involves assessing
the preferences, attitudes, practices, concerns, or
interests of a group of people.
 Con…
In survey research the investigator selects a
sample of subjects and administers a
questionnaire or conducts interviews to collect
data.
Surveys are used frequently in educational
research to describe attitudes, beliefs, opinions,
and other types of information.
Usually the research is designed so that
information about a large number of people (the
population) can be inferred from the responses
obtained from a smaller group of subjects (the
sample).
Surveys are used for a wide variety of purposes.
 Con…
2. Correlational Research
It involves collecting data to determine whether,
and to what degree, a relation exists between two or
more quantifiable variables.
A variable is a placeholder that can assume any
one of a range of values; for example, intelligence,
height, and test score are variables.
At a minimum, correlation research requires
information about at least two variables obtained
from a single group of participants.
The purpose of a correlation study may be to
establish relations or use existing relations to
make predictions.
Its rate of relationship can be between -1 & 1.
Eg. The impact of class size on students academic
achievement.
 Con…
3. Causal–Comparative Research
Causal–comparative research attempts to
determine the cause, or reason, for existing
differences in the behavior or status of groups of
individuals.
The cause is an event/reason that influence some
other behavior or characteristic. Cause – is IV.
The change or difference in a behavior or
characteristic that occurs as a result is, the effect
—is known as the DV.
Put simply, causal–comparative research attempts
to establish cause–effect relations among
groups.
 Con..
For example, suppose a researcher wanted to
answer an important question concerning the effect
of malnutrition on the cognitive development of
children.
A research who wishes to study such problem cannot
expose children for hunger by depriving food. That is
morally unacceptable. What the researcher can do,
he/she takes children who are from the well-to-do
families where lack of nourishment is not a problem
and other children from poor families who are
already exposed to lack of food.
Then he/she gives the two groups of subjects the
same tests to see whether those who are from the
well to do families differ significantly from children
who lack proper nourishment.
 Con…
4. Experimental Research
In experimental research, at least one
independent variable is manipulated, other
relevant variables are controlled, and the effect
on one or more dependent variables is observed.
True experimental research provides the strongest
results of any of the quantitative research
approaches because it provides clear evidence for
linking variables.
As a result, it also offers generalizability, or
applicability of findings to settings and contexts
different from the one in which they were obtained.
Unlike causal–comparative researchers, researchers
conducting an experimental study can control an
independent variable.
 Con…
5. Single-Subject Research
Rather than compare the effects of different treatments
(or treatment versus no treatment) on two or more groups
of people, experimental researchers sometimes compare
a single person’s behavior before treatment to behavior
exhibited during the course of the experiment.
They may also study a number of people together as one
group, rather than as individuals.
Single-subject experimental designs are those used to
study the behavior change that an individual or group
exhibits as a result of some intervention or treatment.
Eg. Investigating the attitude of one person on family planning
before offering training and after training about family planning.
In these designs, the size of the sample —the individuals
selected from a population for a study—is said to be one.
Con…
 con…

1.Narrative Research
Narrative research is the study of how different humans
experience the world around them;
It involves a methodology that allows people to tell the
stories of their “storied lives.”
The researcher typically focuses on a single person and
gathers data by collecting stories about the person’s life.
The researcher and participant then construct a written
account, known as a narrative, about the individual’s
experiences and the meanings the individual attributes to
the experiences.
Because of the collaborative nature of narrative research,
it is important for the researcher and participant to
establish a trusting and respectful relationship.
 Con…

2.Ethnographic Research
Ethnographic research, or ethnography, is the study of the cultural
patterns and perspectives of participants in their natural settings.
Ethnography is an in-depth, analytical description of a
specific cultural situation, in the broad meaning of culture.
Put into the context of education, we can define ethnographic
research as the process of providing scientific descriptions of
educational systems, processes, and phenomena within their
specific contexts. Eg. Indigenous education.
Typically the researcher is at a selected site for a lengthy
period in order to fully understand the subjects and
phenomena being studied.
Eg. Dr. Asmerom’s research on Geda system in
Borena.
The ethnographic researcher avoids making interpretations and
drawing conclusions too early in the study.
 Con…
Ethnographic research relies heavily on
observation (both participant and non-
participant), interviews, document and artifact
analysis, description, and qualitative judgments
or interpretations of whatever phenomena are
being studied.
It takes place in the natural setting and focuses
on processes in an attempt to obtain a holistic
picture.
Often, ethnographic research does not have a
strong theoretical base, and few hypotheses are
specified before the research is conducted.
Theory and hypotheses are generated as the
research proceeds.
 Con…

3.Case Study Research

Case study research is a qualitative research
approach to conducting research on a unit of study
or bounded system (e.g., an individual teacher, a
classroom, or a school can be a case).
It is basically intensive investigations of the factors
that contribute to characteristics of the case.
Researchers usually use a combination of data
gathering tools such as observations, interviews,
documents analysis, and other relevant tools in
conducting case studies.
A case study research, is different from other field-
oriented research approaches such as narrative
research and ethnographic research.
E.g.: For example a physician who follows up the health conditions
of a patient is performing a case study.
 Quantitative vs qualitative research
Quantitative research Qualitative research
 Is more closely associated with  Follows a reasoning from specific
reasoning from general principles to situation to a general conclusion –
specific situations – deductive inductive reasoning.
reasoning
 Does not emphasize a theoretical
 is more closely associated with the
scientific method than qualitative
base for whatever is being studied
research. at the beginning of the research.
 emphasize on facts, relationships, and
A theory may develop as the
causes research is conducted
 places great value on outcomes and  is context-specific. The results are
products. mainly applicable to the setting
 because of its deductive nature, tends where the research is carried out
to be more theory-based from the and gives little emphasis to the
onset. generalizability of the results to
 The results are generalizable to other other settings.
similar settings.  doe not follow rigorous research
 focuses on individual variables and procedures. It is more flexible and
factors, rather than to concentrate on involves multiple methods more
holistic interpretation.
than quantitative research and
 is attuned to standardized research researchers become immersed in
procedures and predetermined
the situation, present or past, and
designs.
the phenomenon being studied.
 is done to determine relationships,
 is done for the purpose of
effects, and causes.
understanding social phenomena.
 Types of Research – Other Common Classification
Research Design

Analytical Research Experimental Research

Descriptive Research Pre-designs

Reviews
Quasi-designs
Philosophical Case Study Survey

Historical True-designs
Cross-Sectional
Meta-Analyses
Longitudinal
Statistical-
Correlational designs
 Summary of Unit One
 Among the research methods or approaches
which one is the best method ?
Well, “it all depends” on the research to be
conducted.
In short, there is no one best method or
approach; the best depends on the research to
be conducted.
 Quiz (10%)
I. Say true or false
1. Qualitative research is expressed in numerical forms.
2. A type of research that tries to uncover subtle, less overt
and personal understandings is quantitative research.
3. Narrative research is qualitative research type that
allows people to tell their stories.
4. The results of the study can be generalizable to other
similar settings in quantitative research.
5. Qualitative research is done to determine relationships,
effects, and causes.
6. There is one best approach or method in conducting
research.
7. __________is a branch of philosophy that study about
knowledge in relation to research.
8. List at least three types of qualitative research.
 UNIT TWO:
The Research Problem and
Preparation of the research
Steps in a Research Process
1. Identifying a Research
Problem/Introducing
2. Reviewing the Literature
3. Selecting Design and Methods
4. Collecting Data
5. Presenting, Analyzing and Interpreting
Data
6. Summary, Conclusion, Recommendation
7. Reporting the Research
 Identifying a Research Problem
1. Study Title/Research Problem

To come up with research problem start by posing several

questions and then writing down short answers to them.

You have to consider the following question while you try to

develop research problem:
 “What is the specific controversy or issue that I need to address?
“Why is this problem important?

 “what would my study add to what we already know about?

 “Who will benefit from this problem study?”

 Con…
 Research problems are the  Resources
educational issues, controversies,  power
or concerns that guide the need for
 Access
conducting a study
 Pedagogy and andragogy
 Good research problems can be
found in our educational settings,  Conflict/Violence at
such as: schools
Quality of teachers/supervisors  Students behavior
quality of education  parental involvement in
Leadership/management schools
 Efficiency/effectiveness
Attitude towards teaching
 Job
profession
School culture/climate satisfaction/commitment
 Students interest towards
Achievement
education … etc.,
Attendance
Examination
 Con…
 A research problem, in general, refers to some difficulty
which a researcher experiences in the context of either a
theoretical or practical situation and wants to obtain a
solution for the same.
Specifically the source of research problems are:
current social, educational and economic issues
theory
past researches and literature review
casual observation
personal interest and experience
funding agencies
 con,..
Characteristics of Research Problem
The variables in the problem must be clear

It should be limited in scope and should be specific,

It must have a goal

It should be free from ethical constraints

Good research problem must be researchable

 Con…
The research problem needs to stand on its own and be recognized as a distinct
step because it represents the problem addressed in the study. Consider the
differences among these parts of research:
 A research topic is the broad subject matter addressed by the study.
 Misbehavior of students, exam mal management, weapon possession by
students in schools,
 A research problem is a general educational issue, concern, or controversy
addressed in research that narrows the topic.
 The outgrowth of dependence of most students on few active students
during exams.
 A purpose is the major intent or objective of the study used to address the
problem.
 The purpose of this study will be to identify …
 Research questions narrow the purpose into specific questions that the
researcher would like answer in the study.
 What are the factors that mismanagement contribute to cheating?
 Con…
 Just because a problem exists and an author can clearly
identify the issue does not mean that the researcher can or
should investigate it.
 You can research a problem if you have:
 access to participants and research sites as well as time,
resources, and skills needed to study the issue.
 if the study of it potentially contributes to educational
knowledge or adds to the effectiveness of practice.
 Con…

There are ways to assess whether you

should research a problem.
 Study the problem if your study will fill a gap or void in the
existing literature.
 Study the problem if your study replicates a past study but
examines different participants and different research sites.
 Study the problem if your study extends past research or
examines the topic more thoroughly.
 Study the problem if your study gives voice to people
silenced, not heard, or rejected in society.
 Study the problem if your study informs practice.
 Introduction
 The research problem/ introduction section includes the actual
research problem as well as four other aspects:
1. The topic.
2. The research problem.
3. A justification of the importance of the problem as found in the past
research and in practice.
4. The deficiencies in our existing knowledge about the problem.
5. The audiences that will benefit from a study of the problem.
 Con…

The Topic
The opening sentences of a “statement of the problem/ introduction
section need to encourage readers to continue reading, to generate
interest in the study, and to provide an initial frame of reference for
understanding the entire research topic.
Given these factors, it makes sense to start with a broad topic that
readers can easily understand.
In this way, you bring readers into a study slowly and encourage
them to read beyond the first page.
An educational topic is the broad subject matter that a researcher
wishes to address in a study and that creates initial interest for the
reader.
Researchers state the topic in the title and introduce it in the first
sentences.
 Con..
 First sentence -a narrative hook.
 It serves the important function of drawing the reader
into a study.
 Good narrative hooks have these characteristics:
• cause the reader to pay attention,

• elicit emotional or attitudinal responses,

• spark interest, and encourage the reader to
continue reading.
 Con…

 Justification of the Importance of the Problem

It is not enough to state the problem or issue.
You also need to provide several reasons that explain why
this issue is important.
Justifying a research problem means presenting reasons
for the importance of studying the issue or concern.
You can justify the importance of your problem by citing evidence
from:
 Other researchers and experts as reported in the literature
 Experiences others have had in the workplace
 Personal experiences
 Con…
 Purpose Statements, Research Questions, Research
hypothesis, Research Objectives are different in:
 intent (their role in research),
 form (their appearance in studies),
 use (their application in quantitative and
qualitative approaches), and
 placement (their location) in research
reports.

 Knowing these differences can help you

design, write,and evaluate them.
Purpose statements…..
 Con..
Hypotheses:
A statement about the predicted relationships among events or
variables.
Statements in research by which the investigator makes a
prediction or a conjecture about the outcome of a relationship
among attributes or characteristics.
Untested statements that specify a relationship between two or
more variables.
In developing the hypothesis, you can be influenced by any of a
number of sources, such as :
- existing theory,
- related research,
- personal experience.
 Con…
Two different types of hypotheses are relevant to
most statistical tests.
The first is called the null hypothesis, which is often
abbreviated as- H0.
The null hypothesis is a statement that, in the population(s)
being studied, there are either no differences between the
group or no relationships between the measured variables.
In contrast to the null hypothesis, there is also an alternative
hypothesis(H1) that states the opposite of the null.
The alternative hypothesis is a statement that there is a
difference between or that there is a relationship between
the variables, in the population(s) being studied.
 Con…
Research Objective:
A research objective is a statement of intent used in quantitative
research that specifies goals that the investigator plans to achieve
in a study.
Researchers often subdivide objectives into major and minor
objectives .
They appear frequently in survey or questionnaire studies or in
evaluation research in which investigators have clearly identified
objectives.
Like hypotheses and research questions, objectives are found at
the end of the “statement of the problem” section.
 Con…
 To write purpose statements, research questions, and
hypotheses, you need to understand the importance and use of
variables.
 A variable is a characteristic or attribute of an individual or an
organization that:
a. the researchers can measure or observe and
b. varies among individuals or organizations studied.
 Variables can be:
Independent Variable (IV)
 also known as the predictor variable. This variable is the
‘cause’, can be manipulated or allowed to vary.
 what you (or nature) manipulates in some way.
Dependent Variable (DV)
 Is what you presume to be influenced by the IV.
 this variable is the also called ‘effect’.
Literature review:
What is literature review?
A literature review is a written summary of journal articles, books, and
other documents that describe the past and current state of information on
the topic of your research study.
These documents can include articles, abstracts, reviews, monographs,
dissertations, books, other research reports, and electronic media effort.
It also organizes the literature into subtopics, and documents for a proposed
study.
In the most rigorous form of research, educators base this review mainly on
research reported in journal articles.
A good review, however, might also contain other information drawn from
conference papers, books, and government documents.
 Con…

Purposes of Literature Review

 Literature reviews can be conducted to fulfill a number of
purposes and a review can fulfill more than one purpose.
 There are four purposes of reviewing the literature
1.To summarize new theories, findings, research
methods, and data analysis techniques on a topic.
2.To indentify linkages between theories and
developing new theories from the knowledge
provided by existing theories and research.
3.To evaluate the validity of a theory by summarizing
the research evidence for or against its
propositions.
4.To summarize the research evidence on a
hypothesis or set of related hypotheses.
 Con…
Why is review necessary? Many reasons exist:
to document how your study adds to the existing literature.
to convince your graduate committee that you know the
literature on your topic and that you can summarize it.
to provide evidence that educators need your study.
to build your research skills of using the library and being an
investigator who follows leads in the literature, all useful
experiences to have as a researcher.
helps you to learn how other educators compose their research
studies.
helps you find useful examples and models in the literature for
your own research.
develop skills in locating needed materials in a timely manner.
 Con..
Practical steps in reviewing the literature
 Your title and basic questions are the basis for reviewing the
literature
First, read all the available literature in the area. This helps to
understand the problem or the relationship between the
variables from different perspectives.
The summary of the literature can be organized based on the
nature of the basic questions. This is because the whole effort
of reviewing the literature is to find theoretical and research
evidences to answer the basic questions or hypotheses.
Collect the literature which you think is related to your
problem and organize them in coherent form.
 Con..
Interrelated steps for review
1.Identify key terms to use in your search for literature.
2.Locate literature about a topic by consulting several types of
materials and databases, including those available at an academic
library and on the Internet.
3.Critically evaluate and select the literature for your review.
4. Organize the literature you have selected by abstracting or
taking notes on the literature and developing a visual diagram of
it.
5.Write a literature review that reports and summaries of the
literature for inclusion in your research report.
Individual Assignment (30%)
Select one title and write a research proposal on it
using all necessary steps and formats of writing
research proposal.
NB. Submission date: 23/9/2013
 Quiz 2 (10%)
I. Say true or false.
1. Identifying the research problem alone is enough to conduct
research.
2. Research problems are the issues and controversies that obliges
conducting a study.
3. One of the importance of research is to be the voice of victimized
people.
4. Basic research question and hypothesis are completely the same.
5. __________is the written summary of journals, articles, books and
some other documents.
6. _________is untested statement that specify the relationship
between two or more variables.
7. Write the two types of hypothesis.
8. Write at least four sources of research problems.