Professional Documents
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RESEARCH
DR. RUVEL J. CUASITO, SR., PECE
DEBRE MARKOS UNIVERSITY
ETHIOPIA, AFRICA
DEFINITIONS OF
RESEARCH
Points to ponder!
Research can not be undertaken without related
literature reviews
A thorough review of literatures helps you identify
problems
Based on literatures, research questions/problems can
be formulated to build your logical framework
DIFFERENT TYPES OF
RESEARCH BY FIELDS
Scientific research
Environmental research
Social research
Medical research
Engineering & Technology
Etc.
DIFFERENT TYPES OF
RESEARCH
By Classification:
Quantitative and Qualitative research
Observational and Experimental research
Basic research
Applied research
Developmental research
QUANTITATIVE RESEARCH
QUANTITATIVE RESEARCH
Some of the tools used for this type of research
include questionnaires that are given to test subjects,
equipment that is used to measure something and
databases of existing information.
The goal of quantitative research is to compile
statistical evidence, so the questionnaires used in this
method typically include yes-or-no questions or
multiple-choice questions rather than open-ended
questions such as essay questions.
QUALITATIVE RESEARCH
QUALITATIVE RESEARCH
It relies on the researcher to observe and record of
what happens, such as participants' answers to openended questions, subjects behavior or the results of
experiments.
Case studies are common examples of qualitative
research.
OBSERVATIONAL RESEARCH
OBSERVATIONAL RESEARCH
EXPERIMENTAL RESEARCH
Experimental research , the researcher sets the
parameters or conditions and is able to change them to
determine their effects.
Experimental research often occurs in laboratories but
can occur anywhere. It merely requires the researcher
to be able to control one or more conditions of the
experiment.
EXPERIMENTAL RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
APPLIED RESEARCH
It accesses and uses some part of the research
communities' (the academia's) accumulated theories,
knowledge, methods, and techniques, for a specific,
often state-, business-, or client-driven purpose.
Applied research is contrasted with pure research
(basic research) in discussion about research ideals,
methodologies, programs, and projects
DEVELOPMENTAL RESEARCH
DEVELOPMENT OF
RESEARCH SKILLS
Learning how to conduct good research:
New skills (that many people do not have)
Better understanding and interpretation of the literature
Recognize new questions that need investigation
Objectivity is the key element of research
DEDUCTIVE
REASONING
Logic.
In deductive reasoning, thinking proceeds from general
assumption to specific application
GENERAL SPECIFIC
Aristotle and other early philosophers
Drawing conclusions through categorical syllogism
(arguments) [general and specific statements].
All philosophers are moral. Socrates is a philosopher.
Therefore, Socrates is moral.
Resistance training makes one big and bulky by increasing
body mass. Sandi is into resistance training. Therefore,
Sandi will become big and bulky.
INDUCTIVE
REASONING
Conclusions about events (general) are based on information
generated through many individual and direct observations
(specific).
SPECIFIC GENERAL
Researchers observe an individual or group of individuals
from a larger population based on these observations,
generalizations are made back to the larger population.
INDUCTIVE
REASONING
Two kinds of induction:
Perfect
Conclusions based on observations made from ALL members
of a group or population
Imperfect
Conclusions based on observations made from a random
sample of members of a population
DEDUCTIVE VS.
INDUCTIVE
REASONING
Deductive:
THE SCIENTIFIC
METHOD
Systematic; cyclic; series of logical steps.
IDENTIFYING THE
PROBLEM
First, and arguably the most important, step
Several sources
Theoretical basis
Professional practice
Personal experience
Shear curiosity
PHILOSOPHY OF
HIGHER
EDUCATION
MENTORSHIP!
Work with a professor/researcher that has established a research
agenda
Directed research
Consultative Guidance
Research Completion is the sole responsibility of the research
proponents and not the adviser.
Not spoon feeding
RESEARCH PHILOSOPHY
OF HIGHER EDUCATION
(Unethical practices are unacceptable)
Plagiarism, violation of intellectual property laws, spoon feeding ..
FORMULATING A
HYPOTHESIS
Hypothesis:
A belief or prediction of the eventual outcome of the research
A concrete, specific statement about the relationships between
phenomena
Based on deductive reasoning
FORMULATING A
HYPOTHESIS
2 types of hypotheses:
Null hypothesis (HO)
All is equal; no differences exist
DEVELOPING THE
RESEARCH PLAN
A strategy must be developed for gathering and analyzing the
information that is required to test the hypotheses or answer the
research question
Four parts:
COLLECTING AND
ANALYZING THE
DATA
Following all the pre-determined protocols
Time in the lab collecting data
Analyzing the composite data
Controlling the environment
Easiest part of the process
However, sometime the most time-consuming part of the
process
INTERPRETING RESULTS
AND FORMING
DATA ANALYSIS IS NOT AN END IN ITSELF!
CONCLUSIONS
Does the evidence support or refute the original hypotheses?
Accept or reject the hypotheses
Conclusions should be drawn:
Develop new hypotheses to explain the results
Inferences are typically made beyond the specific study
Results Interpreted
Hypotheses Formed
Data Collected
Research Plan
TYPES OF RESEARCH
QUESTIONS
3 Types
Descriptive questions
Difference questions
Relationship questions
DESCRIPTIVE
QUESTIONS
Purpose:
To describe phenomena or characteristics of a particular
group of subjects being studied
Survey research
Qualitative research
Many adolescents in the United States engage in behaviors that increase their risk for human
immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS). Because 95% of all
youth aged 5-17 years are enrolled in school, school health programs can be an efficient method to help
prevent these behaviors. Previous studies have examined selected characteristics of HIV education in the
United States; however, none provide a comprehensive assessment of HIV education policies and programs
nationwide. In 1994, CDC conducted the School Health Policies and Programs Study (SHPPS), which
assessed five components of the school health program: health education, physical education, health services,
food service, and health policies. To provide a comprehensive assessment of HIV-prevention education
programs nationwide in 1994, CDC analyzed data from the health education component of the study. This
report summarizes the findings, which indicate that although HIV-prevention education has been widely
implemented in U.S. schools, improvement in these programs is needed.
DIFFERENCE
QUESTIONS
Purpose:
To make comparisons between or within groups.
Is there a difference?
Experimental research
Treatment vs. control
Pre- vs. post-test comparisons
Nonexperimental research
Compare one group to another based on existing
characteristics
RELATIONSHIP
QUESTIONS
Purpose
To investigate the degree to which two or more variables
covary or are associated with each other
Rather than analyzing the differences between groups,
researchers characterize the relationships among them.
Extent to which variables are related
Not to establish cause-and-effect
Theory
A belief or assumption about how things relate to each other
A theory establishes a cause-and-effect relationship
between variables with a purpose of explaining and
predicting phenomena
Based on inductive reasoning
Hypotheses
In an ideal
world
Theories
Laws
EMPIRICISM
Acquiring information and facts through the observation of our
world
RESEARCH
CLASSIFICATIONS
System #1:
Basic research
Applied research
System #2:
Quantitative research
Qualitative research
System #3:
Experimental research
Nonexperimental research
Applied
Central purpose to
solve an immediate
problem
Improved products
or processes
Infers beyond the
group or situation
studied
Interpretation of
results relies upon
Basic research
Effects of running, static stretching and practice jumps on explosive force production
and jumping performance.
Young WB, Behm DG.
School of Human Movement and Sport Sciences, University of Ballarat, Ballarat, Victoria, Australia. w.young@ballarat.edu.au
AIM: The interaction between running, stretching and practice jumps during warm-up for jumping tests has
not been investigated. The purpose of the present study was to compare the effects of running, static
stretching of the leg extensors and practice jumps on explosive force production and jumping performance.
METHODS: Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a
randomised order prior to the performance of two jumping tests. The warm-ups were control, 4 min run, static
stretch, run + stretch, and run + stretch + practice jumps. After a 2 min rest, a concentric jump and a drop
jump were performed, which yielded 6 variables expressing fast force production and jumping performance of
the leg extensor muscles (concentric jump height, peak force, rate of force developed, drop jump height,
contact time and height/time). RESULTS: Generally the stretching warm-up produced the lowest values and
the run or run + stretch + jumps warm-ups produced the highest values of explosive force production. There
were no significant differences (p<0.05) between the control and run + stretch warm-ups, whereas the run
yielded significantly better scores than the run + stretch warm-up for drop jump height (3.2%), concentric
jump height (3.4%) and peak concentric force (2.7%) and rate of force developed (15.4%). CONCLUSION:
The results indicated that submaximum running and practice jumps had a positive effect whereas static
stretching had a negative influence on explosive force and jumping performance. It was suggested that an
alternative for static stretching should be considered in warm-ups prior to power activities.
The purpose of this study was to examine the responses of peak torque (PT), mean power output (MP),
mechanomyographic (MMG) and electromyographic (EMG) amplitudes, and mean power frequencies
(MPFs) of the vastus lateralis (VL), rectus femoris (RF), and vastus medialis (VM) in men and women
during dynamic muscle actions. Twelve women (mean +/- SD age = 22 +/- 3 years) and 11 men (22 +/- 3
years) performed maximal, concentric, isokinetic leg extensions at velocities of 60, 120, 180, 240, and 300
degrees x s(-1) on a Cybex 6000 dynamometer. Piezoelectric MMG-recording sensors and bipolar surface
EMG electrodes were placed over the VL, RF, and VM muscles. No sex-related differences were found
among the velocity-related patterns for PT, MP, MMG amplitude, MMG MPF, or EMG MPF. There were,
however, sex-related differences in the patterns of EMG amplitude across velocity. The results indicated
similar velocity-related patterns of increase of MP and MMG amplitude for all 3 muscles and of EMG
amplitude for the VL and VM in the women. Velocity-related decreases (p <or = 0.05) were found for PT
and EMG MPF for the VL. EMG amplitude for all muscles in the men and for the RF in the women as well
as EMG MPF for the RF and VM remained unchanged (p > 0.05) across velocity. MMG MPF increased (p <
or = 0.05) only between 240 and 300 degrees x s(-1). Overall, these findings suggested that there were
sex- and muscle-specific, velocity-related differences in the associations among motor unit activation
strategies (EMG amplitude and MPF) and the mechanical aspects of muscular activity (MMG amplitude and
MPF). With additional examination and validation, however, MMG may prove useful to practitioners for
monitoring training-induced changes in muscle power output.
QUANTITATIVE VS.
QUALITATIVE
Quantitative
Numerical, measurable
data
Traditional or positivist
approach
Clearly stated
questions
Rational hypotheses
Developed research
procedures
Extraneous variable
controls
Large samples
Traditional,
statistical analyses
Qualitative
Generally nonnumerical data
Typically
anthropological and
sociological research
methods
Observations of a
natural setting
In-depth descriptions
of situations
Interpretive and
descriptive
Cause-and-effect
Extraneous variable
controls
Non-experimental
1.
2.
3.
4.
Causal-comparative
Descriptive
Correlational
Historical
STEPS TO
EXPERIMENTAL
RESEARCH
ASSIGNMENT 1
PART 1
Bring copies (for everyone, 4 total) of a full-text article published
recently on a topic of your interest that is related to alternative
power generation, industrial automation, motor controls, etc.
Provide a written summary (1-2 pages, double spaced, times roman
font) of your answers and answer the following questions.
Youll be asked to give a brief oral presentation (5 7 min) regarding
your article and your answers to the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
QUESTIONS
1. Identify the research problem.
2. Identify the research plan.
3. How did they collect the data?
QUESTIONS
6. What were the conclusions? Future studies?
7.Identify the purpose statement.
8.Identify the hypotheses.
ADDITIONAL
QUESTIONS
1.
2.
3.
4.
5.