Fedyshyn I.B. Methodology and organization of scientific
researches (supporting lecture notes for students of direction
"Management" of all forms of education) / I.B. Fedyshyn – Ternopil,
TIPNTU, 2016. – 73 p.
Укладач: Федишин І.Б. – к.е.н., асистент.
Рецензенти: Андрушків Б.М. – д.е.н., професор
Кирич Н.Б. – д.е.н., професор
Розглянуто та рекомендовано до друку на засіданні кафедри
інноваційного менеджменту та підприємництва, протокол №1 від 29
серпня 2016 року.
Схвалено та рекомендовано до друку на засіданні методичної
комісії факультету економіки та менеджменту Тернопільського
національного технічного університету імені Івана Пулюя, протокол №
1 від 31 серпня 2016 року.
Topic 1. Science and scientific research in modern world
1.1. The appearance and development of science.
1.2. Theoretical and methodological principles of science
1.3. Types of scientific researches
Topic 2. Research methodology
2.1. Research Methods versus Methodology
2.2. Research and Scientific Method
2.3. Research Design
Topic 3. Basic principles of experimental designs and data
3.1. Experiment as an important part of scientific research.
3.2. Methods of data collection.
Topic 4. Research problem
4.1. Defining the Research Problem
4.2. Structuring the Research Problem
Topic 5. Types of scientific publications.
5.1. Types of scientific publications.
5.2. Master`s thesis as a scientific research.
Topic 6. Citation indeces and impact factor
6.1. Citation index.
6.2. Journal impact factor.
Quite frequently these days people talk of research, both in
academic institutions and outside. Several research studies are
undertaken and accomplished year after year. But in most cases very
little attention is paid to an important dimension relaing to
research, namely, that of research methodology. The result is that
much of research, particularly in social sciences, contains endless
word-spinning and too many quotations. Thus a great deal of
research tends to be futile. It may be noted, in the context of
planning and development, that the significance of research lies in
its quality and not in quantity. The need, therefore, is for those
concerned with research to pay due attention to designing and
adhering to the appropriate methodology throughout for improving
the quality of research. The methodology may differ from problem to
problem, yet the basic approach towards research remains the
The supporting lecture notes «Methodology and organization of
scientific researches» is for students who are taking different
Master courses. It offers notions, concepts and instruments of
science research to help scholars in investigating topics connected
with vast spheres of social sciences including economics.
The study book concentrates primarily on methods of data
collecting and data analyzing which is extremely important for
students in social sciences including economics. The main advantage
of the study book is the focus on creative thinking development and
autonomous data search for researching of important socio-economic
TOPIC 1. SCIENCE AND SCIENTIFIC RESEARCH IN MODERN WORLD
1.4. The appearance and development of science.
1.5. Theoretical and methodological principles of science
1.6. Types of scientific researches
1.1. The appearance and development of science.
Science is a careful study of the structure and behaviour of the
physical world, especially by watching, measuring, and doing
experiments, and the development of theories to describe the
results of these activities. The English word scientist is
relatively recent-first coined by William Whewell in the 19th
century. Previously, people investigating nature called themselves
The first elements of science appeared in the ancient world in
connection with requirements of public practice and were purely
In the V century BC from natural-philosophical system of ancient
science mathematics started to separate as an independent branch of
knowledge, which was divided into arithmetic and geometry. In the
middle of IV BC astronomy singled out. Further, logic and
psychology, zoology and botany, mineralogy and geography,
aesthetics, ethics and politics are beginning to emerge as an
independent scientific discipline in this system.
In the 17th and 18th centuries, scientists increasingly sought
to formulate knowledge in terms of laws of nature. Over the course
of the 19th century, the word "science" became increasingly
associated with the scientific method itself, as a disciplined way
to study the natural world. It was in the 19th century that
scientific disciplines such as biology, chemistry, and physics
reached their modern shapes. From the 18th Century on, with the
growing specialization in science that gave rise to new
disciplines, and with the acceleration of the changes in theories
and scientific method, the number of works of this kind has grown
considerably. Particularly in the 19th Century, there were many
scientists who were conscious of the profoundly innovative
character of their work, and who did not hesitate to draw
self-justifying historical pictures which promoted appreciation of
the significance of their own contributions.
First academies and printing houses were formed in the XV
century. In 1668, Isaac Newton, a british scienrist invented a
reflecting telescope. From the second half of the XV century,
during The Renaissance, the first period of significant development
of science begins. The beginning of it (mid XV - mid XVI) is
characterized by the accumulation of large amount of information
about the nature, which was acquired by experimental methods. At
that time there were further differentiation of science, with
university starting teaching fundamental disciplines - mathematics,
physics and chemistry.
The transition from natural philosophy to the first period in
the development of natural science lasted long enough - almost a
thousand years. Fundamental sciences at that time have not
sufficiently developed yet.
During the 18th century medicine made slow progress. At the end
of the 19th century scientists began to investigate the atom. In
1897 Joseph Thomson discovered the electron.
The beginning of the 20th century brought the start of a
revolution in physics. The long-held theories of Newton were shown
not to be correct in all circumstances. Beginning in 1900, Max
Planck, Albert Einstein, Niels Bohr and others developed quantum
theories to explain various anomalous experimental results, by
introducing discrete energy levels.
The history of science is marked by a chain of advances in
technology and knowledge that have always complemented each other.
Technological innovations bring about new discoveries and are bred
by other discoveries, which inspire new possibilities and
approaches to longstanding science issues.
1.2. Theoretical and methodological principles of science
Science is a body of empirical, theoretical, and practical
knowledge about the natural world, produced by scientists who
emphasize the observation, explanation, and prediction of real
world phenomena. Historiography of science, in contrast, often
draws on the historical methods of both intellectual history and
Empirical evidence, also known as sense experience, is a
collective term for the knowledge or source of knowledge acquired
by means of the senses, particularly byobservation and
experimentation. The term comes from the Greek word for experience,
Theory is a contemplative and rational type of abstract or
generalizing thinking, or the results of such thinking.
Imperative (practical) knowledge, is the knowledge exercised in
the performance of some task. Practical knowledge is different from
other kinds of knowledge, such as declarative knowledge, in that it
can be directly applied to a task.
Science uses specialized terms that have different meanings than
everyday usage. These definitions correspond to the way scientists
typically use these terms in the context of their work.
Fact: In science, an observation that has been repeatedly
confirmed and for all practical purposes is accepted as “true.”
Truth in science, however, is never final and what is accepted as a
fact today may be modified or even discarded tomorrow.
Hypothesis (plural hypotheses) is a proposed explanation for a
Law - a descriptive generalization about how some aspect of the
natural world behaves under stated circumstances.
A theory is a set of assumptions, propositions, or accepted
facts that attempts to provide a plausible or rational explanation
of cause-and-effect (causal) relationships among a group of
Scientific theory is a coherent group of propositions formulated
to explain a group offacts or phenomena in the natural world and
repeatedly confirmedthrough experiment or observation.
The development of the scientific method has made a significant
contribution to how knowledge of the physical world and its
phenomena is acquired.
Methodology - the study of the methods involved in some field,
endeavor, or in problem solving. Methodology is also defined as:
"the analysis of the principles of methods, rules, and postulates
employed by a discipline"; "the systematic study of methods that
are, can be, or have been applied within a discipline"; or "a
particular procedure or set of procedures."
Method - a systematic series of steps taken to complete a
certain task or to reach a certain objective.
The scientific method is a body of techniques for investigating
phenomena, acquiring new knowledge, or correcting and integrating
previous knowledge.inquiry To be termed scientific, a method of is
commonly based on empirical or measurable evidence subject to
specific principles of reasoning. The scientific method is the
process by which science is carried out.
Phases of scientific research method:
1. Observe an event.
2. Develop a model (or hypothesis) which makes a prediction.
3. Test the prediction.
4. Observe the result.
5. Revise the hypothesis.
6. Repeat as needed.
7. A successful hypothesis becomes a Scientific Theory.
Four essential elements of the scientific method are iterations,
recursions, interleavings, or orderingsof the following:
· Characterizations (observations, definitions, and measurements
of the subject of inquiry)
· Predictions (reasoning including deductive reasoning from the
hypothesis or theory)
· Experiments (tests of all of the above)
Each element of the scientific method is subject to peer review
for possible mistakes. These activities do not describe all that
scientists do (see below) but apply mostly to experimental sciences
(e.g., physics, chemistry, and biology). The elements above are
often taught in the educational system as "the scientific
The scientific method is not a single recipe: it requires
intelligence, imagination, and creativity. In this sense, it is not
a mindless set of standards and procedures to follow, but is rather
an ongoing cycle, constantly developing more useful, accurate and
comprehensive models and methods. For example, when Einstein
developed the Special and General Theories of Relativity, he did
not in any way refute or discount Newton's Principia. On the
contrary, if the astronomically large, the vanishingly small, and
the extremely fast are removed from Einstein's theories – all
phenomena Newton could not have observed – Newton's equations are
what remain. Einstein's theories are expansions and refinements of
Newton's theories and, thus, increase our confidence in Newton's
1.3. Types of scientific researches
Research is a systematic investigative process employed to
increase or revise current knowledge by discovering new facts. It
is divided into two general categories: (1) Basic research is
inquiry aimed at increasing scientific knowledge, and (2) Applied
research is effort aimed at using basic research for solving
problems or developing new processes, products, or techniques.
A scientific research is application of scientific method to the
investigation of relationships among natural phenomenon, or to
solve a medical or technical problem. Scientific research is a
systematic way of gathering data and harnessing curiosity.
Research is often conducted using the hourglass model structure
of research. The hourglass model starts with a broad spectrum for
research, focusing in on the required information through the
method of the project (like the neck of the hourglass), then
expands the research in the form of discussion and results. The
major steps in conducting research are:
· Identification of research problem
· Literature review
· Specifying the purpose of research
· Determine specific research questions
· Specification of a Conceptual framework - Usually a set of
· Choice of a methodology (for data collection)
· Data collection
· Verify Data
· Analyzing and interpreting the data
· Reporting and evaluating research
· Communicating the research findings and, possibly,
The basic types of research are as follows:
Practical Research: The practical approach consists of the
empirical study of the topic under research and chiefly consists of
hands on approach. This involves first hand research in the form of
questionnaires, surveys, interviews, observations and discussion
Theoretical Research: A non empirical approach to research, this
usually involves perusal of mostly published works like researching
through archives of public libraries, court rooms and published
There are such approaches to the division of scientific
Quantitative research usually involves collecting and converting
data into numerical form so that statistical calculations can be
made and conclusions drawn.
Data is collected by various means following a strict procedure
and prepared for statistical analysis. Nowadays, this is carried
out with the aid of sophisticated statistical computer packages.
The analysis enables the researchers to determine to what extent
there is a relationship between two or more variables.
Objectivity is very important in quantitative research.
Consequently, researchers take great care to avoid their own
presence, behaviour or attitude affecting the results (e.g. by
changing the situation being studied or causing participants to
behave differently). They also critically examine their methods and
conclusions for any possible bias.
Qualitative research is the approach usually associated with the
social constructivist paradigm which emphasises the socially
constructed nature of reality.
The approach to data collection and analysis is methodical but
allows for greater flexibility than in quantitative research. Data
is collected in textual form on the basis of observation and
interaction with the participants e.g. through participant
observation, in-depth interviews and focus groups. It is not
converted into numerical form and is not statistically
In some studies, qualitative and quantitative methods are used
simultaneously. In others, first one approach is used and then the
next, with the second part of the study perhaps expanding on the
results of the first. For example, a qualitative study involving
in-depth interviews or focus group discussions might serve to
obtain information which will then be used to contribute towards
the development of an experimental measure or attitude scale, the
results of which will be analysed statistically.
TOPIC 2. RESEARCH METHODOLOGY
2.1. Research Methods versus Methodology
2.2. Research and Scientific Method
2.3. Research Design
2.1. Research Methods versus Methodology
It seems appropriate at this juncture to explain the difference
between research methods and research methodology. Research methods
may be understood as all those methods/techniques that are used for
conduction of research.
In other words, all those methods which are used by the
researcher during the course of studying his research problem are
termed as research methods. Since the object of research,
particularly the applied research, it to arrive at a solution for a
given problem, the available data and the unknown aspects of the
problem have to be related to each other to make a solution
possible. Keeping this in view, research methods can be put into
the following three groups:
1. In the first group we include those methods which are
concerned with the collection of data. These methods will be used
where the data already available are not sufficient to arrive at
the required solution;
2. The second group consists of those statistical techniques
which are used for establishing relationships between the data and
3. The third group consists of those methods which are used to
evaluate the accuracy of the results obtained.
Research methods falling in the above stated last two groups are
generally taken as the analytical tools of research.
Research methodology is a way to systematically solve the
research problem. It may be understood as a science of studying how
research is done scientifically.
2.2. Research and Scientific Method
For a clear perception of the term research, one should know the
meaning of scientific method. The two terms, research and
scientific method, are closely related. Research, as we have
already stated, can be termed as “an inquiry into the nature of,
the reasons for, and the consequences of any particular set of
circumstances, whether these circumstances are experimentally
controlled or recorded just as they occur. Further, research
implies the researcher is interested in more than particular
results; he is interested in the repeatability of the results and
in their extension to more complicated and general situations.”7 On
the other hand, the philosophy common to all research methods and
techniques, although they may vary considerably from one science to
another, is usually given the name of scientific method. In this
context, Karl Pearson writes, “The scientific method is one and
same in the branches (of science) and that method is the method of
all logically trained minds … the unity of all sciences consists
alone in its methods, not its material; the man who classifies
facts of any kind whatever, who sees their mutual relation and
describes their sequences, is applying the Scientific Method and is
a man of science.”8 Scientific method is the pursuit of truth as
determined by logical considerations. The ideal of science is to
achieve a systematic interrelation of facts. Scientific method
attempts to achieve “this ideal by experimentation, observation,
logical arguments from accepted postulates and a combination of
these three in varying proportions.”9 In scientific method, logic
aids in formulating propositions explicitly and accurately so that
their possible alternatives become clear. Further, logic develops
the consequences of such alternatives, and when these are compared
with observable phenomena, it becomes possible for the researcher
or the scientist to state which alternative is most in harmony with
the observed facts. All this is done through experimentation and
survey investigations which constitute the integral parts of
Experimentation is done to test hypotheses and to discover new
relationships. If any, among variables. But the conclusions drawn
on the basis of experimental data are generally criticized for
either faulty assumptions, poorly designed experiments, badly
executed experiments or faulty interpretations. As such the
researcher must pay all possible attention while developing the
experimental design and must state only probable inferences. The
purpose of survey investigations may also be to provide
scientifically gathered information to work as a basis for the
researchers for their conclusions. The scientific method is, thus,
based on certain basic postulates which can be stated as under:
1. It relies on empirical evidence;
2. It utilizes relevant concepts;
3. It is committed to only objective considerations;
4. It presupposes ethical neutrality, i.e., it aims at nothing
but making only adequate and correct statements about population
5. It results into probabilistic predictions;
6. Its methodology is made known to all concerned for critical
scrutiny are for use in testing the conclusions through
7. It aims at formulating most general axioms or what can be
termed as scientific theories.
Thus, “the scientific method encourages a rigorous, impersonal
mode of procedure dictated by the demands of logic and objective
procedure.” Accordingly, scientific method implies an objective,
logical and systematic method, i.e., a method free from personal
bias or prejudice, a method to ascertain demonstrable qualities of
a phenomenon capable of being verified, a method wherein the
researcher is guided by the rules of logical reasoning, a method
wherein the investigation proceeds in an orderly manner and a
method that implies internal consistency.
2.3. Research Design
Research design can be thought of as the logic or master plan of
a research that throws light on how the study is to be conducted.
It shows how all of the major parts of the research study– the
samples or groups, measures, treatments or programs, etc– work
together in an attempt to address the research questions.
Decisions regarding what, where, when, how much, by what means
concerning an inquiry or a research study constitute a research
Keeping in view the above stated design decisions, one may split
the overall research design into the following parts:
(a) the sampling design which deals with the method of selecting
items to be observed for the given study;
(b) the observational design which relates to the conditions
under which the observations are to be made;
(c) the statistical design which concerns with the question of
how many items are to be observed and how the information and data
gathered are to be analysed; and
(d) the operational design which deals with the techniques by
which the procedures specified in the sampling, statistical and
observational designs can be carried out.
From what has been stated above, we can state the important
features of a research design as under:
· It is a plan that specifies the sources and types of
information relevant to the research problem.
· It is a strategy specifying which approach will be used for
gathering and analysing the data.
· It also includes the time and cost budgets since most studies
are done under these two constraints.
In brief, research design must, at least, contain a clear
statement of the research problem; procedures and techniques to be
used for gathering information; the population to be studied; and
methods to be used in processing and analysing data.
Important concepts relating to research design
Before describing the different research designs, it will be
appropriate to explain the various concepts relating to designs so
that these may be better and easily understood.
1. Dependent and independent variables: A concept which can take
on different quantitative values is called a variable. As such the
concepts like weight, height, income are all examples of variables.
Qualitative phenomena (or the attributes) are also quantified on
the basis of the presence or absence of the concerning
2. Extraneous variable: Independent variables that are not
related to the purpose of the study, but may affect the dependent
variable are termed as extraneous variables.
3. Control: One important characteristic of a good research
design is to minimise the influence or effect of extraneous
4. Confounded relationship: When the dependent variable is not
free from the influence of extraneous variable(s), the relationship
between the dependent and independent variables is said to be
confounded by an extraneous variable(s).
5. Research hypothesis: When a prediction or a hypothesised
relationship is to be tested by scientific methods, it is termed as
research hypothesis. The research hypothesis is a predictive
statement that relates an independent variable to a dependent
variable. Usually a research hypothesis must contain, at least, one
independent and one dependent variable. Predictive statements which
are not to be objectively verified or the relationships that are
assumed but not to be tested, are not termed research
6. Experimental and non-experimental hypothesis-testing
research: When the purpose of research is to test a research
hypothesis, it is termed as hypothesis-testing research. It can be
of the experimental design or of the non-experimental design.
7. Experimental and control groups: In an experimental
hypothesis-testing research when a group is exposed to usual
conditions, it is termed a ‘control group’, but when the group is
exposed to some novel or special condition, it is termed an
8. Treatments: The different conditions under which experimental
and control groups are put are usually referred to as
9. Experiment: The process of examining the truth of a
statistical hypothesis, relating to some research problem, is known
as an experiment. For example, we can conduct an experiment to
examine the usefulness of a certain newly developed drug.
10. Experimental unit(s): The pre-determined plots or the
blocks, where different treatments are used, are known as
experimental units. Such experimental units must be selected
(defined) very carefully.
After identifying and defining the problem as also accomplishing
the relating task, researcher must arrange his ideas in order and
write them in the form of an experimental plan or what can be
described as ‘Research Plan’.
Research plan must contain the following items.
1. Research objective should be clearly stated in a line or two
which tells exactly what it is that the researcher expects to
2. The problem to be studied by researcher must be explicitly
stated so that one may know what information is to be obtained for
solving the problem.
3. Each major concept which researcher wants to measure should
be defined in operational terms in context of the research
4. The plan should contain the method to be used in solving the
problem. An overall description of the approach to be adopted is
usually given and assumptions, if any, of the concerning method to
be used are clearly mentioned in the research plan.
5. The plan must also state the details of the techniques to be
adopted. For instance, if interview method is to be used, an
account of the nature of the contemplated interview procedure
should be given. Similarly, if tests are to be given, the
conditions under which they are to be administered should be
specified along with the nature of instruments to be used. If
public records are to be consulted as sources of data, the fact
should be recorded in the research plan. Procedure for quantifying
data should also be written out in all details.
6. A clear mention of the population to be studied should be
made. If the study happens to be sample based, the research plan
should state the sampling plan i.e., how the sample is to be
identified. The method of identifying the sample should be such
that generalisation from the sample to the original population is
7. The plan must also contain the methods to be used in
processing the data. Statistical and other methods to be used must
be indicated in the plan. Such methods should not be left until the
data have been collected. This part of the plan may be reviewed by
experts in the field, for they can often suggest changes that
result in substantial saving of time and effort.
8. Results of pilot test, if any, should be reported. Time and
cost budgets for the research project should also be prepared and
laid down in the plan itself.
TOPIC 3. BASIC PRINCIPLES OF EXPERIMENTAL DESIGNS AND DATA
3.1. Experiment as an important part of scientific research.
3.2. Methods of data collection.
3.1. Experiment as an important part of scientific research.
An experiment is a procedure carried out to verify, refute, or
validate a hypothesis. Experiments provide insight into
cause-and-effect by demonstrating what outcome occurs when a
particular factor is manipulated. Experiments vary greatly in goal
and scale, but always rely on repeatable procedure and logical
analysis of the results. There also exist natural experimental
Experiments typically include controls, which are designed to
minimize the effects of variables other than the single independent
variable. This increases the reliability of the results, often
through a comparison between control measurements and the other
measurements. Scientific controls are a part of the scientific
method. Ideally, all variables in an experiment are controlled
(accounted for by the control measurements) and none are
uncontrolled. In such an experiment, if all controls work as
expected, it is possible to conclude that the experiment works as
intended, and that results are due to the effect of the tested
Experimental Research - an attempt by the researcher to maintain
control over all factors that may affect the result of an
experiment. In doing this, the researcher attempts to determine or
predict what may occur. The word experimental research has a range
of definitions. In the strict sense, experimental research is what
we call a true experiment.
Experimental Design - a blueprint of the procedure that enables
the researcher to test his hypothesis by reaching valid conclusions
about relationships between independent and dependent variables. It
refers to the conceptual framework within which the experiment is
In the scientific method, an experiment is an empirical
procedure that arbitrates between competing models or hypotheses.
Researchers also use experimentation to test existing theories or
new hypotheses to support or disprove them.
An experiment usually tests a hypothesis, which is an
expectation about how a particular process or phenomenon works.
However, an experiment may also aim to answer a "what-if" question,
without a specific expectation about what the experiment reveals,
or to confirm prior results. If an experiment is carefully
conducted, the results usually either support or disprove the
hypothesis. According to some Philosophies of science, an
experiment can never "prove" a hypothesis, it can only add support.
Similarly, an experiment that provides a counterexample can
disprove a theory or hypothesis. An experiment must also control
the possible confounding factors—any factors that would mar the
accuracy or repeatability of the experiment or the ability to
interpret the results. Confounding is commonly eliminated
throughscientific controls and/or, in randomized experiments,
through random assignment.
In engineering and the physical sciences, experiments are a
primary component of the scientific method. They are used to test
theories and hypotheses about how physical processes work under
particular conditions (e.g., whether a particular engineering
process can produce a desired chemical compound). Typically,
experiments in these fields focus on replication of identical
procedures in hopes of producing identical results in each
replication. Random assignment is uncommon.
In medicine and the social sciences, the prevalence of
experimental research varies widely across disciplines. When used,
however, experiments typically follow the form of the clinical
trial, where experimental units (usually individual human beings)
are randomly assigned to a treatment or control condition where one
or more outcomes are assessed. In contrast to norms in the physical
sciences, the focus is typically on the average treatment effect
(the difference in outcomes between the treatment and control
groups) or another test statistic produced by the experiment. A
single study typically does not involve replications of the
experiment, but separate studies may be aggregated through
systematic review and meta-analysis.
Of course, these differences between experimental practice in
each of the branches of science have exceptions. For example,
agricultural research frequently uses randomized experiments (e.g.,
to test the comparative effectiveness of different fertilizers).
Similarly, experimental economics often involves experimental tests
of theorized human behaviors without relying on random assignment
of individuals to treatment and control conditions.
In an experiment the investigator measures the effects of an
experiment which he conducts intentionally. Survey refers to the
method of securing information concerning a phenomena under study
from all or a selected number of respondents of the concerned
universe. In a survey, the investigator examines those phenomena
which exist in the universe independent of his action. The
difference between an experiment and a survey can be depicted as
The Principle of Local Control is another important principle of
experimental designs. According to the principle of local control,
we first divide the field into several homogeneous parts, known as
blocks, and then each such block is divided into parts equal to the
number of treatments. Then the treatments are randomly assigned to
these parts of a block. Dividing the field into several homogenous
parts is known as ‘blocking’. In general, blocks are the levels at
which we hold an extraneous factor fixed, so that we can measure
its contribution to the total variability of the data by means of a
two-way analysis of variance. In brief, through the principle of
local control we can eliminate the variability due to extraneous
factor(s) from the experimental error.
Steps involved in conducting an experimental study:
· Identify and define the problem.
· Formulate hypotheses and deduce their consequences.
· Construct an experimental design that represents all the
elements, conditions, and relations of the consequences.
1. Select sample of subjects.
2. Group or pair subjects.
3. Identify and control non experimental factors.
4. Select or construct, and validate instruments to measure
5. Conduct pilot study.
6. Determine place, time, and duration of the experiment.
· Conduct the experiment.
· Compile raw data and reduce to usable form.
· Apply an appropriate test of significance.
3.2. Methods of data collection.
The task of data collection begins after a research problem has
been defined and research design/ plan chalked out. The choice of
the many methods for collecting data will depend on the variables
to be measured, the source and the resources available. In many
cases, there is a natural way to collect particular variables.
Data collection should be conducted at intervals sufficiently
frequent for the management purpose. For example, data for stock
monitoring have to be collected constantly, while household data
can be at much longer time intervals. In general, frequently
collected data will probably have to rely on fishers or industry
personnel providing the data. Less frequent data can use
enumerators since the costs of collection are much lower.
There are cases when data collection programmes cannot be
operated on a regular basis because of operational limits. These
cases include small scale fishing operations in many inland or
remote marine areas, where fishing operations are spread over a
large area with part-time fishers using a large array of fishing
gears and techniques, sometimes in many different habitats. Under
these circumstances, a number of alternative approaches can be
taken to assess the fisheries, including:
· limited scope census or sample-based pilot surveys;
· household surveys or surveys for fish consumption
· trade patterns;
· logbook systems.
While deciding about the method of data collection to be used
for the study, the researcher should keep in mind two types of data
viz., primary and secondary. The primary data are those which are
collected afresh and for the first time, and thus happen to be
original in character. The secondary data, on the other hand, are
those which have already been collected by someone else and which
have already been passed through the statistical process. The
researcher would have to decide which sort of data he would be
using (thus collecting) for his study and accordingly he will have
to select one or the other method of data collection. The methods
of collecting primary and secondary data differ since primary data
are to be originally collected, while in case of secondary data the
nature of data collection work is merely that of compilation. We
describe the different methods of data collection, with the pros
and cons of each method.
Collection of primary data
We collect primary data during the course of doing experiments
in an experimental research but in case we do research of the
descriptive type and perform surveys, whether sample surveys or
census surveys, then we can obtain primary data either through
observation or through direct communication with respondents in one
form or another or through personal interviews.* This, in other
words, means that there are several methods of collecting primary
data, particularly in surveys and descriptive researches. Important
ones are: (i) observation method, (ii) interview method, (iii)
through questionnaires, (iv) through schedules, and (v) other
methods which include (a) warranty cards; (b) distributor audits;
(c) pantry audits; (d) consumer panels; (e) using mechanical
devices; (f) through projective techniques; (g) depth interviews,
and (h) content analysis. We briefly take up each method
Observation Method. The observation method is the most commonly
used method specially in studies relating to behavioural sciences.
In a way we all observe things around us, but this sort of
observation is not scientific observation. Observation becomes a
scientific tool and the method of data collection for the
researcher, when it serves a formulated research purpose, is
systematically planned and recorded and is subjected to checks and
controls on validity and reliability. Under the observation method,
the information is sought by way of investigator’s own direct
observation without asking from the respondent. For instance, in a
study relating to consumer behaviour, the investigator instead of
asking the brand of wrist watch used by the respondent, may himself
look at the watch. The main advantage of this method is that
subjective bias is eliminated, if observation is done accurately.
Secondly, the information obtained under this method relates to
what is currently happening; it is not complicated by either the
past behaviour or future intentions or attitudes. Thirdly, this
method is independent of respondents’ willingness to respond and as
such is relatively less demanding of active cooperation on the part
of respondents as happens to be the case in the interview or the
questionnaire method. This method is particularly suitable in
studies which deal with subjects (i.e., respondents) who are not
capable of giving verbal reports of their feelings for one reason
or the other However, observation method has various limitations.
Firstly, it is an expensive method. Secondly, the information
provided by this method is very limited. Thirdly, sometimes
unforeseen factors may interfere with the observational task. At
times, the fact that some people are rarely accessible to direct
observation creates obstacle for this method to collect data
Interview Method. The interview method of collecting data
involves presentation of oral-verbal stimuli and reply in terms of
oral-verbal responses. This method can be used through personal
interviews and, if possible, through telephone interviews.
In fact, interviewing is an art governed by certain scientific
principles. Every effort should be made to create friendly
atmosphere of trust and confidence, so that respondents may feel at
ease while talking to and discussing with the interviewer. The
interviewer must ask questions properly and intelligently and must
record the responses accurately and completely. At the same time,
the interviewer must answer legitimate question(s), if any, asked
by the respondent and must clear any doubt that the latter has. The
interviewers approach must be friendly, courteous, conversational
and unbiased. The interviewer should not show surprise or
disapproval of a respondent’s answer but he must keep the direction
of interview in his own hand, discouraging irrelevant conversation
and must make all possible effort to keep the respondent on the
Depth interviews: Depth interviews are those interviews that are
designed to discover underlying motives and desires and are often
used in motivational research. Such interviews are held to explore
needs, desires and feelings of respondents. In other words, they
aim to elicit unconscious as also other types of material relating
especially to personality dynamics and motivations. As such, depth
interviews require great skill on the part of the interviewer and
at the same time involve considerable time. Unless the researcher
has specialised training, depth interviewing should not be
attempted. Depth interview may be projective in nature or it may be
a non-projective interview. The difference lies in the nature of
the questions asked. Indirect questions on seemingly irrelevant
subjects provide information that can be related to the informant’s
behaviour or attitude towards the subject under study. Thus, for
instance, the informant may be asked on his frequency of air travel
and he might again be asked at a later stage to narrate his opinion
concerning the feelings of relatives of some other man who gets
killed in an airplane accident. Reluctance to fly can then be
related to replies to questions of the latter nature. If the depth
interview involves questions of such type, the same may be treated
as projective depth interview. But in order to be useful, depth
interviews do not necessarily have to be projective in nature; even
non-projective depth interviews can reveal important aspects of
psycho-social situation for understanding the attitudes of
Content-analysis: Content-analysis consists of analysing the
contents of documentary materials such as books, magazines,
newspapers and the contents of all other verbal materials which can
be either spoken or printed. Content-analysis prior to 1940’s was
mostly quantitative analysis of documentary materials concerning
certain characteristics that can be identified and counted. But
since 1950’s content-analysis is mostly qualitative analysis
concerning the general import or message of the existing documents.
“The difference is somewhat like that between a casual interview
and depth interviewing.”3 Bernard Berelson’s name is often
associated with. the latter type of contentanalysis.
“Content-analysis is measurement through proportion…. Content
analysis measures pervasiveness and that is sometimes an index of
the intensity of the force.”4 The analysis of content is a central
activity whenever one is concerned with the study of the nature of
the verbal materials. A review of research in any area, for
instance, involves the analysis of the contents of research
articles that have been published. The analysis may be at a
relatively simple level or may be a subtle one. It is at a simple
level when we pursue it on the basis of certain characteristics of
the document or verbal materials that can be identified and counted
(such as on the basis of major scientific concepts in a book). It
is at a subtle level when researcher makes a study of the attitude,
say of the press towards education by feature writers.
Collection of secondary data
Secondary data means data that are already available i.e., they
refer to the data which have already been collected and analysed by
someone else. When the researcher utilises secondary data, then he
has to look into various sources from where he can obtain them. In
this case he is certainly not confronted with the problems that are
usually associated with the collection of original data. Secondary
data may either be published data or unpublished data. Usually
published data are available in: (a) various publications of the
central, state are local governments; (b) various publications of
foreign governments or of international bodies and their subsidiary
organisations; (c) technical and trade journals; (d) books,
magazines and newspapers; (e) reports and publications of various
associations connected with business and industry, banks, stock
exchanges, etc.; (f) reports prepared by research scholars,
universities, economists, etc. in different fields; and (g) public
records and statistics, historical documents, and other sources of
published information. The sources of unpublished data are many;
they may be found in diaries, letters, unpublished biographies and
autobiographies and also may be available with scholars and
research workers, trade associations, labour bureaus and other
public/ private individuals and organisations.
Researcher must be very careful in using secondary data. He must
make a minute scrutiny because it is just possible that the
secondary data may be unsuitable or may be inadequate in the
context of the problem which the researcher wants to study. In this
connection Dr. A.L. Bowley very aptly observes that it is never
safe to take published statistics at their face value without
knowing their meaning and limitations and it is always necessary to
criticise arguments that can be based on them.
By way of caution, the researcher, before using secondary data,
must see that they possess following characteristics:
1. Reliability of data: The reliability can be tested by finding
out such things about the said data: (a) Who collected the data?
(b) What were the sources of data? (c) Were they collected by using
proper methods (d) At what time were they collected?(e) Was there
any bias of the compiler? (t) What level of accuracy was desired?
Was it achieved ?
2. Suitability of data: The data that are suitable for one
enquiry may not necessarily be found suitable in another enquiry.
Hence, if the available data are found to be unsuitable, they
should not be used by the researcher. In this context, the
researcher must very carefully scrutinise the definition of various
terms and units of collection used at the time of collecting the
data from the primary source originally. Similarly, the object,
scope and nature of the original enquiry must also be studied. If
the researcher finds differences in these, the data will remain
unsuitable for the present enquiry and should not be used.
3. Adequacy of data: If the level of accuracy achieved in data
is found inadequate for the purpose of the present enquiry, they
will be considered as inadequate and should not be used by the
researcher. The data will also be considered inadequate, if they
are related to an area which may be either narrower or wider than
the area of the present enquiry.
From all this we can say that it is very risky to use the
already available data. The already available data should be used
by the researcher only when he finds them reliable, suitable and
adequate. But he should not blindly discard the use of such data if
they are readily available from authentic sources and are also
suitable and adequate for in that case it will not be economical to
spend time and energy in field surveys for collecting information.
At times, there may be wealth of usable information in the already
available data which must be used by an intelligent researcher but
with due precaution.
Thus, there are various methods of data collection. As such the
researcher must judiciously select the method/methods for his own
study, keeping in view the following factors:
1. Nature, scope and object of enquiry: This constitutes the
most important factor affecting the choice of a particular method.
The method selected should be such that it suits the type of
enquiry that is to be conducted by the researcher. This factor is
also important in deciding whether the data already available
(secondary data) are to be used or the data not yet available
(primary data) are to be collected.
2. Availability of funds: Availability of funds for the research
project determines to a large extent the method to be used for the
collection of data. When funds at the disposal of the researcher
are very limited, he will have to select a comparatively cheaper
method which may not be as efficient and effective as some other
costly method. Finance, in fact, is a big constraint in practice
and the researcher has to act within this limitation.
3. Time factor: Availability of time has also to be taken into
account in deciding a particular method of data collection. Some
methods take relatively more time, whereas with others the data can
be collected in a comparatively shorter duration. The time at the
disposal of the researcher, thus, affects the selection of the
method by which the data are to be collected.
4. Precision required: Precision required is yet another
important factor to be considered at the time of selecting the
method of collection of data.
But one must always remember that each method of data collection
has its uses and none is superior in all situations. For instance,
telephone interview method may be considered appropriate (assuming
telephone population) if funds are restricted, time is also
restricted and the data is to be collected in respect of few items
with or without a certain degree of precision. In case funds permit
and more information is desired, personal interview method may be
said to be relatively better. In case time is ample, funds are
limited and much information is to be gathered with no precision,
then mail-questionnaire method can be regarded more reasonable.
When funds are ample, time is also ample and much information with
no precision is to be collected, then either personal interview or
the mail-questionnaire or the joint use of these two methods may be
taken as an appropriate method of collecting data. Where a wide
geographic area is to be covered, the use of mail-questionnaires
supplemented by personal interviews will yield more reliable
results per rupee spent than either method alone. The secondary
data may be used in case the researcher finds them reliable,
adequate and appropriate for his research. While studying
motivating influences in market researches or studying people’s
attitudes in psychological/social surveys, we can resort to the use
of one or more of the projective techniques stated earlier. Such
techniques are of immense value in case the reason is obtainable
from the respondent who knows the reason but does not want to admit
it or the reason relates to some underlying psychological attitude
and the respondent is not aware of it. But when the respondent
knows the reason and can tell the same if asked, than a
non-projective questionnaire, using direct questions, may yield
satisfactory results even in case of attitude surveys. Since
projective techniques are as yet in an early stage of development
and with the validity of many of them remaining an open question,
it is usually considered better to rely on the straight forward
statistical methods with only supplementary use of projective
techniques. Nevertheless, in pre-testing and in searching for
hypotheses they can be highly valuable.
Thus, the most desirable approach with regard to the selection
of the method depends on the nature of the particular problem and
on the time and resources (money and personnel) available along
with the desired degree of accuracy. But, over and above all this,
much depends upon the ability and experience of the researcher. Dr.
A.L. Bowley’s remark in this context is very appropriate when he
says that “in collection of statistical data common sense is the
chief requisite and experience the chief teacher.”
TOPIC 4. RESEARCH PROBLEM
4.1. Defining the Research Problem
4.2. Structuring the Research Problem
4.1. Defining the Research Problem
Look at any scientific paper, and you will see the research
problem, written almost like a statement of intent. We often think
we understand problems when we don’t. For example, when students
encounter difficulties with word problems in math, teachers may
initially think that students have not mastered the basic skills
that would allow them to carry out the needed computations .
However, the difficulty may actually lie in poor reading skills,
which prevent the students from identifying the words in math
Defining a research problem is crucial in defining the quality
of the answers, and determines the exact research method used. A
quantitative experimental design uses deductive reasoning to arrive
at atestable hypothesis.
Qualitative research designs use inductive reasoning to propose
a research statement.
Formulating the research problem begins during the first steps
of the scientific process. As an example, a literature review and a
study of previous experiments, and research, might throw up some
vague areas of interest.
Many scientific researchers look at an area where a previous
researcher generated some interesting results, but never followed
up. It could be an interesting area of research, which nobody else
has fully explored.
A scientist may even review a successful experiment, disagree
with the results, the tests used, or the methodology, and decide to
refine the research process, retesting the hypothesis.
This is called the conceptual definition, and is an overall view
of the problem. A science report will generally begin with an
overview of the previous research and real-world observations. The
researcher will then state how this led to defining a research
A research problem, or phenomenon as it might be called in many
forms of qualitative research, is the topic you would like to
address, investigate, or study, whether descriptively or
experimentally. It is the focus or reason for engaging in your
research. It is typically a topic, phenomenon, or challenge that
you are interested in and with which you are at least somewhat
Since a research problem is usually something you have some
knowledge of, that personal experience is often a good starting
point. Realistically, you have to select something that you are
interested in, because you are going to commit yourself to a
significant investment of time and energy. Thus, if you are not
personally interested, it will be difficult to sustain the effort
needed to complete the research with any measure of quality or
validity. You may want to talk to teachers, counselors,
administrators, psychologists, or others about some of the problems
they face. You may find an interesting idea that way and, in
addition, address something that may have social significance
beyond your research project, thesis, or dissertation. Moreover, by
addressing the questions of practicing educators, you may develop
important relationships with future research partners and
After you have narrowed down your topic or problem, searching
and reviewing existing literature may further clarify your research
approach. Moreover, by identifying where the conclusions of
previous research are unclear or where gaps may exist in the
literature, you will be better prepared to write good research
questions. A research question is a way of expressing your interest
in a problem or phenomenon. Research questions are not necessarily
an attempt to answer the many philosophical questions that often
arise in schools, and they are certainly not intended to be an
avenue for grinding personal axes regarding classroom or school
issues. You may have more than one research question for a study,
depending on the complexity and breadth of your proposed work.
Specifying the research question is one of the first
methodological steps the investigator has to take when undertaking
research. The research question must be accurately and clearly
Choosing a research question is the central element of both
quantitative and qualitative research and in some cases it may
precede construction of the conceptual framework of study. In all
cases, it makes the theoretical assumptions in the framework more
explicit, most of all it indicates what the researcher wants to
know most and first.
The student or researcher then carries out the research
necessary to answer the research question, whether this involves
reading secondary sources over a few days for an undergraduate term
paper or carrying out primary research over years for a major
When the research is complete and the researcher knows the
(probable) answer to the research question, writing up can begin
(as distinct from writing notes, which is a process that goes on
through a research project). In term papers, the answer to the
question is normally given in summary in the introduction in the
form of a thesis statement.
Examples and Nonexamples of Good Research Questions
4.2. Structuring the Research Problem
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
Usually we say that a research problem does exist if the
following conditions are met with:
(i) There must be an individual (or a group or an organisation),
let us call it ‘I,’ to whom the problem can be attributed. The
individual or the organisation, as the case may be, occupies an
environment, say ‘N’, which is defined by values of the
uncontrolled variables, Yj.
(ii) There must be at least two courses of action, say C1 and
C2, to be pursued. A course of action is defined by one or more
values of the controlled variables. For example, the number of
items purchased at a specified time is said to be one course of
(iii) There must be at least two possible outcomes, say O1 and
O2, of the course of action, of which one should be preferable to
the other. In other words, this means that there must be at least
one outcome that the researcher wants, i.e., an objective.
(iv) The courses of action available must provides some chance
of obtaining the objective, but they cannot provide the same
chance, otherwise the choice would not matter.
Thus, a research problem is one which requires a researcher to
find out the best solution for the given problem, i.e., to find out
by which course of action the objective can be attained optimally
in the context of a given environment. There are several factors
which may result in making the problem complicated. For instance,
the environment may change affecting the efficiencies of the
courses of action or the values of the outcomes; the number of
alternative courses of action may be very large; persons not
involved in making the decision may be affected by it and react to
it favourably or unfavourably, and similar other factors. All such
elements (or at least the important ones) may be thought of in
context of a research problem.
Selecting the problem
The research problem undertaken for study must be carefully
selected. The task is a difficult one, although it may not appear
to be so. Help may be taken from a research guide in this
connection. Nevertheless, every researcher must find out his own
salvation for research problems cannot be borrowed. A problem must
spring from the researcher’s mind like a plant springing from its
own seed. If our eyes need glasses, it is not the optician alone
who decides about the number of the lens we require. We have to see
ourselves and enable him to prescribe for us the right number by
cooperating with him. Thus, a research guide can at the most only
help a researcher choose a subject. However, the following points
may be observed by a researcher in selecting a research problem or
a subject for research:
(i) Subject which is overdone should not be normally chosen, for
it will be a difficult task to throw any new light in such a
(ii) Controversial subject should not become the choice of an
(iii) Too narrow or too vague problems should be avoided.
(iv) The subject selected for research should be familiar and
feasible so that the related research material or sources of
research are within one’s reach. Even then it is quite difficult to
supply definitive ideas concerning how a researcher should obtain
ideas for his research.
For this purpose, a researcher should contact an expert or a
professor in the University who is already engaged in research. He
may as well read articles published in current literature available
on the subject and may think how the techniques and ideas discussed
therein might be applied to the solution of other problems. He may
discuss with others what he has in mind concerning a problem. In
this way he should make all possible efforts in selecting a
(v) The importance of the subject, the qualifications and the
training of a researcher, the costs involved, the time factor are
few other criteria that must also be considered in selecting a
problem. In other words, before the final selection of a problem is
done, a researcher must ask himself the following questions:
(a) Whether he is well equipped in terms of his background to
carry out the research?
(b) Whether the study falls within the budget he can afford?
(c) Whether the necessary cooperation can be obtained from those
who must participate in research as subjects?
If the answers to all these questions are in the affirmative,
one may become sure so far as the practicability of the study is
(vi) The selection of a problem must be preceded by a
preliminary study. This may not be necessary when the problem
requires the conduct of a research closely similar to one that has
already been done. But when the field of inquiry is relatively new
and does not have available a set of well developed techniques, a
brief feasibility study must always be undertaken.
If the subject for research is selected properly by observing
the above mentioned points, the research will not be a boring
drudgery, rather it will be love’s labour. In fact, zest for work
is a must. The subject or the problem selected must involve the
researcher and must have an upper most place in his mind so that he
may undertake all pains needed for the study.
Necessity of defining the problem
Quite often we all hear that a problem clearly stated is a
problem half solved. This statement signifies the need for defining
a research problem. The problem to be investigated must be defined
unambiguously for that will help to discriminate relevant data from
the irrelevant ones. A proper definition of research problem will
enable the researcher to be on the track whereas an ill-defined
problem may create hurdles. Questions like: What data are to be
collected? What characteristics of data are relevant and need to be
studied? What relations are to be explored. What techniques are to
be used for the purpose? and similar other questions crop up in the
mind of the researcher who can well plan his strategy and find
answers to all such questions only when the research problem has
been well defined. Thus, defining a research problem properly is a
prerequisite for any study and is a step of the highest importance.
In fact, formulation of a problem is often more essential than its
solution. It is only on careful detailing the research problem that
we can work out the research design and can smoothly carry on all
the consequential steps involved while doing research.
Technique involved in defining a problem
Let us start with the question: What does one mean when he/she
wants to define a research problem? The answer may be that one
wants to state the problem along with the bounds within which it is
to be studied. In other words, defining a problem involves the task
of laying down boundaries within which a researcher shall study the
problem with a pre-determined objective in view.
How to define a research problem is undoubtedly a hard task.
However, it is a task that must be tackled intelligently to avoid
the perplexity encountered in a research operation. The usual
approach is that the researcher should himself pose a question (or
in case someone else wants the researcher to carry on research, the
concerned individual, organisation or an authority should pose the
question to the researcher) and set-up techniques and procedures
for throwing light on the question concerned for formulating or
defining the research problem. But such an approach generally does
not produce definitive results because the question phrased in such
a fashion is usually in broad general terms and as such may not be
in a form suitable for testing.
Defining a research problem properly and clearly is a crucial
part of a research study and must in no case be accomplished
hurriedly. However, in practice this a frequently overlooked which
causes a lot of problems later on. Hence, the research problem
should be defined in a systematic manner, giving due weightage to
all relating points. The technique for the purpose involves the
undertaking of the following steps generally one after the other:
(i) statement of the problem in a general way; (ii) understanding
the nature of the problem; (iii) surveying the available literature
(iv) developing the ideas through discussions; and (v) rephrasing
the research problem into a working proposition.
A brief description of all these points will be helpful.
(i) Statement of the problem in a general way: First of all the
problem should be stated in a broad general way, keeping in view
either some practical concern or some scientific or intellectual
interest. For this purpose, the researcher must immerse himself
thoroughly in the subject matter concerning which he wishes to pose
a problem. In case of social research, it is considered advisable
to do some field observation and as such the researcher may
undertake some sort of preliminary survey or what is often called
pilot survey. Then the researcher can himself state the problem or
he can seek the guidance of the guide or the subject expert in
accomplishing this task. Often, the guide puts forth the problem in
general terms, and it is then up to the researcher to narrow it
down and phrase the problem in operational terms. In case there is
some directive from an organisational authority, the problem then
can be stated accordingly. The problem stated in a broad general
way may contain various ambiguities which must be resolved by cool
thinking and rethinking over the problem. At the same time the
feasibility of a particular solution has to be considered and the
same should be kept in view while stating the problem.
(ii) Understanding the nature of the problem: The next step in
defining the problem is to understand its origin and nature
clearly. The best way of understanding the problem is to discuss it
with those who first raised it in order to find out how the problem
originally came about and with what objectives in view. If the
researcher has stated the problem himself, he should consider once
again all those points that induced him to make a general statement
concerning the problem. For a better understanding of the nature of
the problem involved, he can enter into discussion with those who
have a good knowledge of the problem concerned or similar other
problems. The researcher should also keep in view the environment
within which the problem is to be studied and understood.
(iii) Surveying the available literature: All available
literature concerning the problem at hand must necessarily be
surveyed and examined before a definition of the research problem
is given. This means that the researcher must be well-conversant
with relevant theories in the field, reports and records as also
all other relevant literature. He must devote sufficient time in
reviewing of research already undertaken on related problems. This
is done to find out what data and other materials, if any, are
available for operational purposes. “Knowing what data are
available often serves to narrow the problem itself as well as the
technique that might be used.”2. This would also help a researcher
to know if there are certain gaps in the theories, or whether the
existing theories applicable to the problem under study are
inconsistent with each other, or whether the findings of the
different studies do not follow a pattern consistent with the
theoretical expectations and so on. All this will enable a
researcher to take new strides in the field for furtherance of
knowledge i.e., he can move up starting from the existing premise.
Studies on related problems are useful for indicating the type of
difficulties that may be encountered in the present study as also
the possible analytical shortcomings. At times such studies may
also suggest useful and even new lines of approach to the present
(iv) Developing the ideas through discussions: Discussion
concerning a problem often produces useful information. Various new
ideas can be developed through such an exercise. Hence, a
researcher must discuss his problem with his colleagues and others
who have enough experience in the same area or in working on
similar problems. This is quite often known as an experience
survey. People with rich experience are in a position to enlighten
the researcher on different aspects of his proposed study and their
advice and comments are usually invaluable to the researcher. They
help him sharpen his focus of attention on specific aspects within
the field. Discussions with such persons should not only be
confined to the formulation of the specific problem at hand, but
should also be concerned with the general approach to the given
problem, techniques that might be used, possible solutions,
(v) Rephrasing the research problem: Finally, the researcher
must sit to rephrase the research problem into a working
proposition. Once the nature of the problem has been clearly
understood, the environment (within which the problem has got to be
studied) has been defined, discussions over the problem have taken
place and the available literature has been surveyed and examined,
rephrasing the problem into analytical or operational terms is not
a difficult task. Through rephrasing, the researcher puts the
research problem in as specific terms as possible so that it may
become operationally viable and may help in the development of
In addition to what has been stated above, the following points
must also be observed while defining a research problem:
(a) Technical terms and words or phrases, with special meanings
used in the statement of the problem, should be clearly
(b) Basic assumptions or postulates (if any) relating to the
research problem should be clearly stated.
(c) A straight forward statement of the value of the
investigation (i.e., the criteria for the selection of the problem)
should be provided.
(d) The suitability of the time-period and the sources of data
available must also be considered by the researcher in defining the
(e) The scope of the investigation or the limits within which
the problem is to be studied must be mentioned explicitly in
defining a research problem.
Statement of the Problem
This should include (a) a clear statement that the problem
exists, (b) evidence that supports the existence of the problem,
(c) evidence of an existing trend that has led to the problem, (d)
definitions of major concepts and terms (this can be provided below
in a subsection), (e) a clear description of the setting, (f)
probable causes related to the problem, and (g) a specific and
An illustration. The technique of defining a problem outlined
above can be illustrated for better understanding by taking an
example as under:
Let us suppose that a research problem in a broad general way is
“Why is productivity in Japan so much higher than in India”?
In this form the question has a number of ambiguities such as:
What sort of productivity is being referred to? With what
industries the same is related? With what period of time the
productivity is being talked about? In view of all such ambiguities
the given statement or the question is much too general to be
amenable to analysis. Rethinking and discussions about the problem
may result in narrowing down the question to:
“What factors were responsible for the higher labour
productivity of Japan’s manufacturing industries during the decade
1971 to 1980 relative to India’s manufacturing industries?” This
latter version of the problem is definitely an improvement over its
earlier version for the various ambiguities have been removed to
the extent possible. Further rethinking and rephrasing might place
the problem on a still better operational basis as shown below: “To
what extent did labour productivity in 1971 to 1980 in Japan exceed
that of India in respect of 15 selected manufacturing industries?
What factors were responsible for the productivity differentials
between the two countries by industries?”
With this sort of formulation, the various terms involved such
as ‘labour productivity’, ‘productivity differentials’, etc. must
be explained clearly. The researcher must also see that the
necessary data are available. In case the data for one or more
industries selected are not available for the concerning
time-period, then the said industry or industries will have to be
substituted by other industry or industries. The suitability of the
time-period must also be examined. Thus, all relevant factors must
be considered by a researcher before finally defining a research
We may conclude by saying that the task of defining a research
problem, very often, follows a sequential pattern - the problem is
stated in a general way, the ambiguities are resolved, thinking and
rethinking process results in a more specific formulation of the
problem so that it may be a realistic one in terms of the available
data and resources and is also analytically meaningful. All this
results in a well defined research problem that is not only
meaningful from an operational point of view, but is equally
capable of paving the way for the development of working hypotheses
and for means of solving the problem itself.
How the problem differs from other parts of research:
• A research problem is an educational issue or problem in the
• A research topic is the broad subject matter being addressed
in a study.
• A purpose is the major intent or objective of the study.
• Research questions are those that the researcher would like
answered or addressed in the study.
TOPIC 5. TYPES OF SCIENTIFIC PUBLICATIONS.
5.1. Types of scientific publications.
5.2. Master`s thesis as a scientific research.
5.1. Types of scientific publications.
Once you have completed your research and analysed your data,
there are three main ways of reporting your findings – written
reports and journal articles, both of which can be reproduced
on-line, and oral presentations.
If you are a student your college or university may have strict
rules and guidelines which you have to follow when writing up your
report. You should find out what these might be before you start
your research as this could influence your research
As pressures of work increase, tutors may not have the time to
impart all the required information to each individual student. As
a student you need to make sure that you have all the relevant
information to hand. If you have not been given a copy of the
dissertation guidelines ask your tutor if they are available and
from where they can be obtained. It is then up to you whether you
want to follow these guidelines and conduct a piece of research
which will fit well into the set format, or whether you have a
burning passion to conduct something a little more innovative and
become a trailblazer in the process. If the latter appeals to you,
always talk over your ideas with your tutor first as you could
waste time and effort in conducting a piece of research which will
not be considered suitable by the examiners.
If you are not a student you may have more flexibility in the
style and structure of your report. However, remember that one of
the purposes of your report is to convince people that you have
produced a good, sound piece of research and the more professional
your report looks the better your chances of success.
Written report format
Traditional written reports tend to be produced in the following
Tіtle Page. This contains the title of the report, the name of
the researcher and the date of publication. If the report is a
dissertation or thesis, the title page will include details about
the purpose of the report, for example ‘A thesis submitted in
partial fulfilment of the requirements of Sheffield Hallam
University for the degree of Doctor of Philosophy’. If the research
has been funded by a particular organisation, details of this may
be included on the title page.
Contents Page. In this section is listed the contents of the
report, either in chapter or section headings with sub-headings, if
relevant and their page numbers.
List of Illustrations. This section includes title and page
number of all graphs, tables, illustrations, charts, etc.
Abstract/Summary. This tends to be a one page summary of the
research, its purpose, methods, main findings and conclusion. An
abstract is a greatly condensed version of a longer piece of
writing that highlights the major points covered, and concisely
describes the content and scope of the writing. Abstracts give
readers a chance to quickly see what the main contents and
sometimes methods of a piece of writing are. They enable readers to
decide whether the work is of interest for them. Using key words in
an abstract is important because of today’s electronic information
systems. A web search will find an abstract containing certain key
Introduction. This section introduces the research, setting out
the aims and objectives, terms and definitions. It includes a
rationale for the research and a summary of the report
Background. In this section is included all your background
research, which may be obtained from the literature, from personal
experience or both. You must indicate from where all the
information to which you refer has come, so remember to keep a
complete record of everything you read. If you do not do this, you
could be accused of plagiarism which is a form of intellectual
theft. When you are referring to a particular book or journal
article, find out the accepted standard for referencing from your
Methodology andMethods. In this section is set out a description
of, and justification for, the chosen methodology and research
methods. The length and depth of this section will depend upon
whether you are a student or employee. If you are an undergraduate
student you will need to raise some of the methodological and
theoretical issues pertinent to your work, but if you are a
postgraduate student you will need also to be aware of the
epistemological and ontological issues involved.
If you are an employee you may only need to provide a
description of the methods you used for your research, in which
case this section can be titled ‘Research Methods’. Remember to
include all the practical information people will need to evaluate
your work, for example, how many people took part, how they were
chosen, your time scale and data recording and analysis
Findings/Analysis. In this section are included your main
findings. The content of this section will depend on your chosen
methodology and methods. If you have conducted a large quantitative
survey, this section may contain tables, graphs, pie charts and
associated statistics. If you have conducted a qualitative piece of
research this section may be descriptive prose containing lengthy
Conclusion. In this section you sum up your findings and draw
conclusions from them, perhaps in relation to other research or
Recommendations. Some academic reports will not need this
section. However, if you are an employee who has conducted a piece
of research for your company, this section could be the most
important part of the report. It is for this reason that some
written reports contain the recommendation section at the beginning
of the report. In this section is set out a list of clear
recommendations which have been developed from your research.
Further Research. It is useful in both academic reports and
work-related reports to include a section which shows how the
research can be continued. Perhaps some results are inconclusive,
or perhaps the research has thrown up many more research questions
which need to be addressed. It is useful to include this section
because it shows that you are aware of the wider picture and that
you are not trying to cover up something which you feel may be
lacking from your own work.
References. Small research projects will need only a reference
section. This includes all the literature to which you have
referred in your report. Find out which referencing system your
college or university uses. A popular method is the Harvard system
which lists the authors’ surnames alphabetically, followed by their
initials, date of publication, title of book in italics, place of
publication and publisher. If the reference is a journal article,
the title of the article appears in inverted commas and the name of
the journal appears in italics, followed by the volume number and
pages of the article. This is the method used in this book. Figure
5 provides a section of a bibliography from a PhD thesis to
illustrate this method.
Bibliography. Larger dissertations or theses will require both a
reference section and a bibliography. As discussed above, the
reference section will include all those publications to which you
have referred to in your report. If, however, you have read other
work in relation to your research but not actually referred to them
when writing up your report, you might wish to include them in a
bibliography. However, make sure they are still relevant to your
work – including books to make your bibliography look longer and
more impressive is a tactic which won’t impress examiners.
Appendices. If you have constructed a questionnaire for your
research, or produced an interview schedule or a code of ethics, it
may be useful to include them in your report as an appendix. In
general, appendices do not count towards your total amount of words
so it is a useful way of including material without taking up space
that can be used for other information. However, do not try filling
up your report with irrelevant appendices as this will not impress
examiners. When including material you must make sure that it is
relevant – ask yourself whether the examiner will gain a deeper
understanding of your work by reading the appendix. If not, leave
it out. Other information which could be included as an appendix
are recruitment leaflets or letters; practical details about each
research participant; sample transcripts (if permission has been
sought); list of interview dates; relevant tables and graphs or
charts which are too bulky for the main report.
Ten reasons why reports fail:
· There is no logical structure.
· Ideas are not well thought out.
· Work is disorganised.
· Assumptions are made which cannot be justified by
· There are too many grammatical and spelling mistakes.
· Sentences and/or paragraphs are too long or too obscure.
· It is obvious that ideas and sentences have been taken from
· There is too much repetition.
· There is too much irrelevant information.
· Summary and conclusions are weak.
If you want your research findings to reach a wider audience, it
might be worth considering producing an article for a journal. Most
academic journals do not pay for articles they publish, but many
professional or trade publications do pay for your contribution, if
There are two types of scientific papers: review articles and
primary research articles. Review articles give an overview of the
scientific field or topic by summarizing the data and conclusions
from many studies. These types of articles are a good starting
place for a summary of what has been happening in the field. And
they often contain more background information than primary
research articles do, which means if at any point you're confused
while reading the primary literature, it will help to go back and
look at reviews. It is also wise to read several reviews by
different authors for a well-rounded perspective of the field;
individual authors have their own biases and you want to make sure
you're exposed to as many different points of view as possible
before you settle on your own conclusions.
Primary research articles contain the original data and
conclusions of the researchers who were involved in the
experiments. These articles also contain details about how the
experiments were done. Or, in the cases of some journals, they
might contain web addresses for "supplemental data" found online,
which detail the methods used by the authors. In general, primary
research articles should be consulted any time you need to get more
information about how an experiment was carried out, or if you need
to review the original data, which you may want to do in order to
base your experiments off their data, or to evaluate for yourself
the validity of the authors' conclusions. Primary research articles
are also useful for seeing how experts in that scientific field
visually represent their data. For example, what types of graphs
are common to the field? Are there any specific units that are
used? You'll eventually need to know this information to put
together a good report or display board to convey your
Another method of presenting your research findings is through
an oral presentation. This may be at a university or college to
other students or tutors, at a conference to other researchers or
work colleagues, or in a work place to colleagues, employers or
funding bodies. Many researchers find that it is better to provide
both a written report and an oral presentation as this is the most
effective way of enabling a wider audience to find out about the
research, especially if you also reproduce your written report
If you want people to take notice of your results, you need to
produce a good presentation.
PowerPoint is a useful presentation graphics program which
enables you to create slides that can be shared live or on-line.
You can enhance your presentation with animation, artwork and
diagrams which make it more interesting for your audience.
There are three main ways of reporting your findings: written
reports, journal articles and oral presentations. Before starting
your research, find out whether you are going to be restricted by
structure, style and content of your final report. Think about your
audience and produce your report accordingly. A traditional written
report includes the following:
– title page
– contents page
– list of illustrations