Module 06: The Research
Posted by: Angelita P. Oblianda
Sources: Interactive Technical Writing by P.C. Villamarzo et al.
http://altmedicine.about.com/
http://altmedicine.about.com/
http://www.brighthub.com/education/
http://www.allbusiness.com/company-activities-management/
http://www.csn.edu/pages/
http://en.wikipedia.org/wiki/Historical_method
http://en.wikipedia.org/wiki/Descriptive_research
http://www.csn.edu/pages/
http://en.wikipedia.org/wiki/Historical_method
http://en.wikipedia.org/wiki/Descriptive_research
_______________________________________
You learned the principles of technical writing and the ways of developing your style in the previous modules. Now, lets know more about research.
THE RESEARCH
Research may be defined literally as "to search out more" (Selltiz, et al. 1971). According to Kerlinger (1986), research is systematic, objective, and comprehensive investigation of a certainphenomenon. It involves accurate gathering of data and critical anlyzing and interpreting these data. Webster defines research as an invetigation undertyaken to discover new facts or to get additional information. All these definitions tell you that when you conduct a research, your main purpose is to find information in order to verify or expand your existing knowledge on a certain topic or subject.
A. THE ATTRIBUTES OF GOOD RESEARCH
1. Systematic
Research should clearly follow an orderly procedure in discovering truth or in finding a solution to a problem.
2. Analytical
The data gathered should be thoroughly studied to avoid errors in interpretation.
3. Empirical
Conclusions drawn from hard evidence should reflect authentic life experiences or observations.
4. Valid and Verifiable
Conclusions drawn should be based on findings and results and should be correct.
5. Controlled
All considered variables, except those that are tested, should be kept constant.
B. TYPES OF RESEARCH
One of the most helpful things the National Center for Complementary and Alternative Medicine (NCCAM) has done is to help people understand the many complementary and alternative treatments by classifying them into five broad categories:
1. Alternative Medical Systems
Alternative medical systems are built upon complete systems of theory and practice. Often, these systems have evolved apart from and earlier than the conventional medical approach used in the United States. Examples of alternative medical systems include:
* Acupuncture
* Ayurveda
* Homeopathy
* Native American healing practices
* Naturopathic medicine
* Tibetan medicine
* Traditional Chinese medicine
2. Mind-Body Interventions
Mind-body medicine uses a variety of techniques designed to enhance the mind's capacity to affect bodily function and symptoms. Some techniques that were considered alternative in the past have become mainstream (for example, patient support groups and cognitive-behavioral therapy).
Other mind-body techniques are still considered alternative, including:
* Art therapy
* Biofeedback
* Dance therapy
* Guided imagery
* Humor therapy
Hypnotherapy
* Meditation
* Music therapy
* Prayer therapy
* Yoga
3. Biologically-Based Therapies
Biologically based therapies in complementary and alternative medicine use substances found in nature, such as herbs, foods, and vitamins. Some examples include:
* Diet
* Dietary supplements
* Herbal products
* Megavitamins
It also includes the use of other so-called natural but as yet scientifically unproven therapies (for example, using shark cartilage to treat cancer).
4. Manipulative and Body-Based Methods
Manipulative and body-based methods in complementary and alternative medicine are based on manipulation and/or movement of one or more parts of the body. Some examples include:
* Acupressure
* Alexander Technique
* Chiropractic
* Feldenkrais Method
* Massage therapy
* Osteopathy
* Reflexology
* Rolfing
* Therapeutic Touch
* Trager Approach
5. Energy Therapies
Energy therapies involve the use of energy fields. They are of two types:
Biofield therapies are intended to affect energy fields that purportedly surround and penetrate the human body. The existence of such fields has not yet been scientifically proven. Some forms of energy therapy manipulate biofields by applying pressure and/or manipulating the body by placing the hands in, or through, these fields. Examples include:
* Qi gong
* Reiki
* Therapeutic Touch
Bioelectromagnetic-based therapies involve the unconventional use of electromagnetic fields, such as:
* Pulsed fields
* Magnetic fields
* alternating-current or direct-current fields
It was my first year teaching and Mr. Nobreaks sat in the back of the room writing my teacher evaluation. Things were going well until Susan Angst in the fifth row spoke. "Mr. Nochance," she asked, "These are great poems and I realize you know strategies for teaching poetry and know the meaning of poetry, but when will I ever use this?"
I could have said that knowing the meaning of poetry increases reading comprehension and enables students to develop critical thinking skills, and that they should listen to me because I know strategies for teaching poetry really well. Instead, I blacked out, fell down, cracked my head on a desk, and spouted blood all over the chalk board. Mr Nobreaks fired me on the spot and my Meaning of Poetry Lesson Plan has remained dormant ever since.
Until now.
Strategies for Teaching Poetry
1. Pay attention to form. The form of a poem is the physical arrangement of the words on a page. This includes the way lines are placed, their grouping, and their length.
* Look at the poem before you read it.
* Examine whether the lines and stanzas form a regular pattern. If not, determine why.
* Listen for rhythm as you read the poem aloud.
* Pause where punctuation marks appear, not where the line ends. Stopping at appropriate spots helps clarify meaning.
2. Pay attention to sound devices. Skilled poets use sound devices for a reason, usually to draw attention to major points.
* Read the poem aloud several times.
* Identify the sound devices and determine why the poet chose them.
* Determine the rhyme scheme.
* Look for near rhyme. Poets often use near rhyme to make the reader focus on an important word.
* Determine the purpose of the sound.
3. Look for figurative language. Because poets have fewer words with which to work, they must use them sparingly. Figurative language allows them to cover much with little.
* Visualize figurative language.
* Analyze the meaning of each metaphor or simile.
4. Look at the title. Determine if the title contributes any special meaning to the poem.
5. Make connections. Personalizing poetry makes it meaningful.
6. Summarize the poem's meaning.
Procedures
1. Copy and discuss the above information.
2. Read a poem.
3. As a class, do the suggestions above. It's very important that you model how to determine the meaning of a poem.
4. Read a poem. One with which students are familiar will encourage them to dig deeper to find meaning.
5. Write a paragraph analysis of the poem using the suggestions above.
4. Valid and Verifiable
Conclusions drawn should be based on findings and results and should be correct.
5. Controlled
All considered variables, except those that are tested, should be kept constant.
B. TYPES OF RESEARCH
1. Application of the Research Study
2 Classifications
a. Pure research is done to discover basic truths or principles.Researchers gather information not to solve any problem or recommend solutions but to expand their knowledge about a particular topic that interest them or they have little knowledge about.
Example:
5 Main Types of Complementary / Alternative Medicine
1. Alternative Medical Systems
Alternative medical systems are built upon complete systems of theory and practice. Often, these systems have evolved apart from and earlier than the conventional medical approach used in the United States. Examples of alternative medical systems include:
* Acupuncture
* Ayurveda
* Homeopathy
* Native American healing practices
* Naturopathic medicine
* Tibetan medicine
* Traditional Chinese medicine
2. Mind-Body Interventions
Mind-body medicine uses a variety of techniques designed to enhance the mind's capacity to affect bodily function and symptoms. Some techniques that were considered alternative in the past have become mainstream (for example, patient support groups and cognitive-behavioral therapy).
Other mind-body techniques are still considered alternative, including:
* Art therapy
* Biofeedback
* Dance therapy
* Guided imagery
* Humor therapy
Hypnotherapy
* Meditation
* Music therapy
* Prayer therapy
* Yoga
3. Biologically-Based Therapies
Biologically based therapies in complementary and alternative medicine use substances found in nature, such as herbs, foods, and vitamins. Some examples include:
* Diet
* Dietary supplements
* Herbal products
* Megavitamins
It also includes the use of other so-called natural but as yet scientifically unproven therapies (for example, using shark cartilage to treat cancer).
4. Manipulative and Body-Based Methods
Manipulative and body-based methods in complementary and alternative medicine are based on manipulation and/or movement of one or more parts of the body. Some examples include:
* Acupressure
* Alexander Technique
* Chiropractic
* Feldenkrais Method
* Massage therapy
* Osteopathy
* Reflexology
* Rolfing
* Therapeutic Touch
* Trager Approach
5. Energy Therapies
Energy therapies involve the use of energy fields. They are of two types:
Biofield therapies are intended to affect energy fields that purportedly surround and penetrate the human body. The existence of such fields has not yet been scientifically proven. Some forms of energy therapy manipulate biofields by applying pressure and/or manipulating the body by placing the hands in, or through, these fields. Examples include:
* Qi gong
* Reiki
* Therapeutic Touch
Bioelectromagnetic-based therapies involve the unconventional use of electromagnetic fields, such as:
* Pulsed fields
* Magnetic fields
* alternating-current or direct-current fields
b. Applied research is conducted to clarify an issue or solve a problem. Researchers gather information to recommend solutions to pressing problems or issues.
Example:
Strategies for Teaching Poetry Under Pressure
It was my first year teaching and Mr. Nobreaks sat in the back of the room writing my teacher evaluation. Things were going well until Susan Angst in the fifth row spoke. "Mr. Nochance," she asked, "These are great poems and I realize you know strategies for teaching poetry and know the meaning of poetry, but when will I ever use this?"
I could have said that knowing the meaning of poetry increases reading comprehension and enables students to develop critical thinking skills, and that they should listen to me because I know strategies for teaching poetry really well. Instead, I blacked out, fell down, cracked my head on a desk, and spouted blood all over the chalk board. Mr Nobreaks fired me on the spot and my Meaning of Poetry Lesson Plan has remained dormant ever since.
Until now.
Strategies for Teaching Poetry
1. Pay attention to form. The form of a poem is the physical arrangement of the words on a page. This includes the way lines are placed, their grouping, and their length.
* Look at the poem before you read it.
* Examine whether the lines and stanzas form a regular pattern. If not, determine why.
* Listen for rhythm as you read the poem aloud.
* Pause where punctuation marks appear, not where the line ends. Stopping at appropriate spots helps clarify meaning.
2. Pay attention to sound devices. Skilled poets use sound devices for a reason, usually to draw attention to major points.
* Read the poem aloud several times.
* Identify the sound devices and determine why the poet chose them.
* Determine the rhyme scheme.
* Look for near rhyme. Poets often use near rhyme to make the reader focus on an important word.
* Determine the purpose of the sound.
3. Look for figurative language. Because poets have fewer words with which to work, they must use them sparingly. Figurative language allows them to cover much with little.
* Visualize figurative language.
* Analyze the meaning of each metaphor or simile.
4. Look at the title. Determine if the title contributes any special meaning to the poem.
5. Make connections. Personalizing poetry makes it meaningful.
6. Summarize the poem's meaning.
Procedures
1. Copy and discuss the above information.
2. Read a poem.
3. As a class, do the suggestions above. It's very important that you model how to determine the meaning of a poem.
4. Read a poem. One with which students are familiar will encourage them to dig deeper to find meaning.
5. Write a paragraph analysis of the poem using the suggestions above.
2. Objectives in Undertaking the Study
4 Classifications
a. Descriptive research items aims to present clearly an existing situation, problem or phenomenon. A research that show the attitudes of students to classical literature is one example of this type.
Example:
4 Classifications
a. Descriptive research items aims to present clearly an existing situation, problem or phenomenon. A research that show the attitudes of students to classical literature is one example of this type.
Example:
The Attitudes of University Students to Classical Music Concerts: A Study in Consumer Behavior
The main purpose of this research is to acquire an understanding of consumer behaviour regarding classical music, through a consumer investigation study. The main objective is to examine why university students in Taipei, Taiwan, appreciate classical music concerts. How the different sub-cultures influence consumer behaviour is the main factor discussed within this research. Methods employed in this study include data collection, literature review, and questionnaire analysis. Firstly, we try to understand how consumers enjoy classical music concerts. Secondly, we study the relationship between the consumers' sub-cultures and their attendance. Thirdly, we analyze the main factors which influence university students to appreciate classical music concerts. Finally, we conclude that the sub-culture, gender and age of consumers, influences consumer behaviour and appreciation of classical music concerts.
1. Introduction
Chang Kai-Shek Memorial Hall started to host classical music concerts in 1987. Also due to the Western musical impact on Eastern culture, demand for classical music concerts has been nourishing. Each philharmonic orchestra keenly invited domestic and overseas experts to be their conductors and give advice. A good example is the Taipei Sinfonietta and Philharmonic Orchestra. Since 1988, it was a small music orchestra and it has performed more classical music concerts every year.
Due to the factors described above, every year in Taiwan, several hundred different types of classical music performances take place. According to research by Yu-Jing Lin, Pei-Chen Lee, and Hsiang-Chun Tai in 1989, 1996, 2001 respectively, it was easy to see that within audiences of the performing arts, the biggest group was students.
For these reasons, students comprise the main market for classical music concerts. In this research, the main objective is to research student appreciation of classical music concerts. The main focus is the appreciation of classical music concerts by university students in Taipei.
2. Literature Review
The literature review will start by studying the main points of research into this area. It focuses on how consumers make relevant decisions and what motivates them to attend classical music concerts.
Blackwell (2001) defines consumer behaviour as the activities people undertake when consuming, and disposing of products and services. There are several activities included in this definition of consumer behaviour:
Obtaining refers to the activities leading up to, and including, the purchase or receipt of a product. These include the way in which consumers search for information about classical music performances, how they book tickets, for example, by telephone or over the Internet, and how culture influences consumer behaviour.
Consuming refers to how, where and under what circumstances, consumers use products. For example, when consumers decide whether to attend classical music concerts, what are the factors they consider? Do they think about price, the convenience of the location, or their own personal interests? Where do they usually enjoy classical music?
1. Introduction
Chang Kai-Shek Memorial Hall started to host classical music concerts in 1987. Also due to the Western musical impact on Eastern culture, demand for classical music concerts has been nourishing. Each philharmonic orchestra keenly invited domestic and overseas experts to be their conductors and give advice. A good example is the Taipei Sinfonietta and Philharmonic Orchestra. Since 1988, it was a small music orchestra and it has performed more classical music concerts every year.
Due to the factors described above, every year in Taiwan, several hundred different types of classical music performances take place. According to research by Yu-Jing Lin, Pei-Chen Lee, and Hsiang-Chun Tai in 1989, 1996, 2001 respectively, it was easy to see that within audiences of the performing arts, the biggest group was students.
For these reasons, students comprise the main market for classical music concerts. In this research, the main objective is to research student appreciation of classical music concerts. The main focus is the appreciation of classical music concerts by university students in Taipei.
2. Literature Review
The literature review will start by studying the main points of research into this area. It focuses on how consumers make relevant decisions and what motivates them to attend classical music concerts.
Blackwell (2001) defines consumer behaviour as the activities people undertake when consuming, and disposing of products and services. There are several activities included in this definition of consumer behaviour:
Obtaining refers to the activities leading up to, and including, the purchase or receipt of a product. These include the way in which consumers search for information about classical music performances, how they book tickets, for example, by telephone or over the Internet, and how culture influences consumer behaviour.
Consuming refers to how, where and under what circumstances, consumers use products. For example, when consumers decide whether to attend classical music concerts, what are the factors they consider? Do they think about price, the convenience of the location, or their own personal interests? Where do they usually enjoy classical music?
b. Correlation is undertaken to discover the existence of relationship, association or interdependence between two or more aspects of the situation.
Example:
Student Retention Services – College Success & Learning Strategies
Retention services helps students develop personal responsibility, self-motivation, persistence, and other skills which empower them to make wiser choices and, therefore, achieve greater academic success. The following information is a synopsis of critical practices that can make a difference between academic success and failure.
Success Strategies:
* Tips for Success In the Classroom
* Tips for Success Outside the Classroom
* General Study Strategies
* Academic Survival Tips
* Tips for On-Line Courses
* Effectively Using Library Resources for Research Assignments
* Are you ready to take an Online-Course?
* Differences between High School and College
Tips for Success In the Classroom:
* Attend all classes in their entirety and arrive on-time. If you must miss class, contact your instructor as soon as possible to clarify any problems. Arrive on time, nothing frustrates and annoys a professor more than students walking in late and distracting both the professor and other students.
* Read the text material scheduled for lecture prior to attending class. While reading, write in your notebook any questions that arise. If your instructor doesn't address these questions during lecture, make sure you ask for help afterwards. Don't let problems accumulate until it becomes too late.
* Don't be afraid to explore new study techniques. As an example, "concept mapping" is a much better way to study concepts than "flash cards". If you are unfamiliar with the process of "concept mapping", please visit your campus Retention Services for instruction on this technique.
* Do not procrastinate studying or assignment preparation. Attempts to "cram" study for tests will likely not be successful. Remember, instructors recommend that you devote two hours of study each week for each hour spent in class during the week.
* Turn in papers and assignments by deadlines - students who turn in assignments on time will usually see higher grades than students who miss deadlines. Being on time often provides you an opportunity to rewrite papers or correct assignments that late students miss.
Tips for Success Outside the Classroom:
* Attend Orientation. College can be a maze of policies and people. Attending orientation will give you a head start, and will help prepare you for the challenges ahead.
* Take a class for fun. If you are taking a course you enjoy, it will re-fuel you for those that are a bit more difficult for you.
* Work on campus. Studies show that students who work on campus succeed at a far higher rate than those who do not. This is because students who work on campus know many staff and faculty members they can turn to for help in achieving their educational goals.
* Get involved with student activities. Join ASCSN Student Government. The more active you are, the greater your exposure to college processes and personnel.
* Enroll in a college success course. Courses such as ALS 101 (Academic and Life Skills) provide you with additional skills to succeed in the classroom and beyond. Return to Success Strategies
General Study Strategies:
* How to Read and Study the Sciences
* How to Study Math
* Technique for Reading Textbooks
* Test Taking Techniques
* Writing a Research Paper
Academic Survival Tips:
* Improving Memory Skills
* Improving Scholastic Motivation
* Speaking and Relating to Your Instructors
* Effective Time Management
* Personal Time Calculation Tool
* The Note-Taking Process
* Time Schedule Form
* Time Schedule Sample
Tips for On-Line Courses:
* Have direct access to a computer and Internet connection. The classroom is accessed through the Web. You must have access to a computer with an Internet connection to take part in the classroom.
* Must be comfortable expressing yourself in writing, since in the online classroom, nearly all communication is written.
* Must be self-motivated and self-disciplined. With the freedom and flexibility of the online environment comes responsibility. The online process takes a real commitment and discipline to keep up with the flow of the process.
* Must "speak up" if problems arise. Many of the non-verbal communication clues that instructors use in determining whether students are having problems (confusion, frustration, boredom, absence, etc.) are not possible in an online class. If you are experiencing difficulty on any level (either with the technology or with the course content), you must communicate this immediately. Otherwise the instructor will never know what is wrong.
* Must commit 5-10 hours per week per course. Online learning is not easier than the traditional educational process. In fact, many students say it requires more time and commitment.
* Must value high quality learning outside the traditional classroom. If you feel that a traditional classroom is a prerequisite to learning, you may be more comfortable in a traditional classroom setting. An online learner should expect to:
o Participate in the virtual classroom 3-5 days a week
o Respond to classmates' ideas and questions
o Use technology properly
o Complete assignments on time
o Enjoy communicating in writing
* Follow these overall guidelines to achieve success (© Robert M. Sherfield, Ph.D. 2005):
o Develop a schedule for completing each assignment and stick to it! This is the biggest problem with online classes.
o Keep a copy of all work mailed, e-mailed, or delivered to the professor.
o Always mail, e-mail, or deliver your assignment on time – early if possible.
o Try to find someone who is registered for the same course so that you can work together or at least have a phone number to call if you run into a problem.
o Take full advantage of any online orientation or training sessions.
o Participate in class and in your groups (if you are assigned a group).
o If you have computer failure, have a back-up plan.
o Log in EVERYDAY even if you do not have an assignment due.
o Alert your professor immediately if you have family, computer, or personal problems that would prevent you from completing an assignment on time.
o Work ahead if possible.
c. Explanatory research attempts to explore all the possibilities causes of a certain phenomenon.
Example:
Main cause of decline in English proficiency among youth
The medium of instruction in our schools may be a factor in developing our students’ and graduates’ proficiency in English. I believe, however, that the main reason for the decline in English proficiency among our young is that they spend more time watching TV or playing video games than reading.
I cannot quote actual studies here, but from observation, I think our youth, in general, read less than their elders. Most young people today squander precious time absorbing trash from television, sitting passively in front of the “box.” I challenge parents to help stop or reverse this downward trend, and to encourage our children to read and grow intellectually.
I challenge our scholars to make a study on the relationship between reading and the box, on one hand, and achievement, on the other; and to tell the nation about their findings. I challenge our lawmakers to act on this problem.
Let’s think up of ways to promote reading and to limit television viewing among the young.
LOELLA ESCANTILLA-LAPAT (via e-mail)
d. Exploratory research / Feasibility study / Pilot study is conducted to investigate the possibilities of undertaking a particular study. Questions about the study are frequently raised before it undertaken.
Example:
Adding or changing a program of study
1) A basic skills module (also called "foundational courses")
2) A discipline-specific module in one or several programs
3) A series of elective courses
The program a student chooses determines the discipline in which the degree is earned. Several programs can be combined in a number of areas.
If necessary, use the Request to change or add a program tool available on InfoWeb (via uoZone).
Adding a second discipline is possible for programs in the following faculties:
- Arts
- Sciences
- Social Sciences
- All joint honours bachelor’s degree programs
- The Honours BSc in Ophthalmic Medical Technology program
- The BSc with Honours in Biopharmaceutical Science program
- The BSc with Honours in Environmental Science program
- The BSc with Honours in Physical Geography program
- Honours BSc with Specialization in Biochemistry (biotechnology)/BASc in Chemical Engineering (biotechnology)
Adding a major or a minor is also possible in:
- Human Kinetics (Faculty of Health Sciences)
- Health Sciences (Faculty of Health Sciences)
- Computer Science (Faculty of Engineering)
- Business Administration (Telfer School of Management)
Combinations
Degree | Mandatory additions | Optional additions |
Honours with specialization | N/A | minor |
Honours (multidisciplinary program) | N/A | minor |
Honours (joint honours bachelor's) | N/A | N/A |
Honours with major | major or minor | N/A |
Four-year bachelor's with major | N/A | major or minor |
Four-year bachelor's with minor | minor | N/A |
Three-year general bachelor's | N/A | minor |
Three-year general bachelor's with minor | N/A | minor |
Here are the possible questions that can be raised:
1. What courses should be added to improve the programs?
2. How should these additional courses be designed to enrich existing programs?
3. Type of Information Sought
2 Classifications
a. Qualitative research may present data which have been gathered in non-numerical form.
Example:
A researcher might want to find out how successful the graduates of a particular program of study have been from 1995-200. The study could seek answers to questions such as:
1. What job have most of the graduates found?
2. Are these jobs suited to their training and preparation in college?
3. What factors motivate them to stay in their present jobs?
4. What attitudes towards work do they manifest in their work place?
b. Quantitative research presents information that has been gathered through the use of variables measured on nominal or ordinal scales.
Example:
A study on the number of professionals who are not practicing their professions and are, instead, into other jobs may fall under this type.
C. METHODS OF RESEARCH
Whether your purpose is to expand your existing knowledge or to find a solution to a problem, you must carefully choose your research design or method.
The historical method comprises the techniques and guidelines by which historians use primary sources and other evidence to research and then to write histories in the form of accounts of the past. The question of the nature, and even the possibility, of a sound historical method is raised in the philosophy of history as a question of epistemology.
2 Classifications
a. Qualitative research may present data which have been gathered in non-numerical form.
Example:
A researcher might want to find out how successful the graduates of a particular program of study have been from 1995-200. The study could seek answers to questions such as:
1. What job have most of the graduates found?
2. Are these jobs suited to their training and preparation in college?
3. What factors motivate them to stay in their present jobs?
4. What attitudes towards work do they manifest in their work place?
b. Quantitative research presents information that has been gathered through the use of variables measured on nominal or ordinal scales.
Example:
A study on the number of professionals who are not practicing their professions and are, instead, into other jobs may fall under this type.
C. METHODS OF RESEARCH
Whether your purpose is to expand your existing knowledge or to find a solution to a problem, you must carefully choose your research design or method.
3 Methods
1. Historical Method
The historical method comprises the techniques and guidelines by which historians use primary sources and other evidence to research and then to write histories in the form of accounts of the past. The question of the nature, and even the possibility, of a sound historical method is raised in the philosophy of history as a question of epistemology.
Example:
You might want to find out through a study of marriage records over the last twenty years the different factors or variables which have affected the marrying age of today's young professionals.
2. Descriptive Method
Descriptive research, also known as statistical research, describes data and characteristics about the population or phenomenon being studied. Descriptive research answers the questions who, what, where, when and how...Although the data description is factual, accurate and systematic, the research cannot describe what caused a situation. Thus, Descriptive research cannot be used to create a causal relationship, where one variable affects another. In other words, descriptive research can be said to have a low requirement for internal validity.The description is used for frequencies, averages and other statistical calculations. Often the best approach, prior to writing descriptive research, is to conduct a survey investigation. Qualitative research often has the aim of description and researchers may follow-up with examinations of why the observations exist and what the implications of the findings are.In short descriptive research deals with everything that can be counted and studied. But there are always restrictions to that. Your research must have an impact to the lives of the people around you. For example, finding the most frequent disease that affects the children of a town. The reader of the research will know what to do to prevent that disease thus, more people will live a healthy life.Example:
One that shows the need for censorship of TV programs and movies.
3. Experimental Method
The experimental method is usually taken to be the most scientific of all methods, the 'method of choice'. The main problem with all the non-experimental methods is lack of control over the situation. The experimental method is a means of trying to overcome this problem. The experiment is sometimes described as the cornerstone of psychology: This is partly due to the central role experiments play in many of the physical sciences and also to psychology's historical view of itself as a science. A considerable amount of psychological research uses the experimental method.
3 Setbacks
a. The condition of the experiment may involve unfair or even unethical treatment of the subjects
as in the example cited. Why should a group be denied important opportunities to develop
their skills?
b. The conditions can be artificial; thus, the subjects may also react differently.
c. Extraneous variables may affect the behavior of several members of the experimental group.
Think About It:
Study the hypothesis that follow. What methods might be used to research on each.Explain your answer.
1. Men prefer women who are not as smart as they are.
2. Adults who were firmly disciplined when they were children are more responsible than those whose parents were lenient and permissive.
3. The development of sex role of children is affected by the highly stereotyped male and female characters in children 's literature.
4. Male students are more likely to misbehave in a classroom of all boys.
5. In love, opposites attract.
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