Lecture Notes Chapter 1 Research Introdution

Scientific Research Methodology 2023 Dr. Engr.
Bien MAUNAHAN
CHAPTER 1
INTRODUCTION TO RESEARCH
What is Science?
Research is a foundation of science. Nevertheless, before knowing what forms Scientific

Research, we must first understand what constitutes science.
The majority of individuals learn science without understanding its nature. Topic by topic,
chemistry, physics, and biology are introduced as subjects in a general science course
beginning in elementary education. Our instructor places greater emphasis on the scientific
content than on the methodology. This approach to science persists in tertiary education, even
in disciplines such as chemistry, biology, and physics.
The University's Faculty of Science provides natural sciences courses in fundamental science,
including physics, biology, mathematics and statistics, and statistics. Medical schools offer
courses in the medical disciplines, such as pharmacology and physiology. Cognitive science
is concerned with humans' perception, memory, learning, and reasoning. Applied science and
computer science are respectively offered by the Faculty of Engineering and the School of
Computing. In addition, the Faculty of Social Science provides courses in political science,
economics, sociology, and psychology.
Despite their dissimilar subject matter, the student realizes these sciences share a common
characteristic. Their objectives are comparable to investigating, depicting, analyzing,
explaining, forecasting, regulating, or assessing phenomena or behaviors.
Furthermore, its aims and content do not define science and never should define it. Significant
disagreements would occur regarding the criteria that constitute science if it were to be
ascertained by its content. To illustrate, disagreements might occur regarding the integration
of new technologies in construction projects. Some construction engineers may prefer sticking
to traditional methods, while others may embrace innovative technologies such as Building
Information Modeling (BIM), drones for site surveys, or advanced construction materials like
carbon fiber composites. The debate might revolve around whether these new technologies
truly enhance efficiency, cost-effectiveness, or structural integrity?
Similarly, if aims define science, other non‐scientific studies have similar aims. For example,
Skyscrapers are designed and built by construction engineers. They design strong structural
systems to support the building’s weight and withstand wind and earthquakes. Their aim is
Safety, regulatory compliance, and functionality. Make occupants comfortable, use space
efficiently, and make the building attractive.
JU/JIT Construction Engineering and Management 1

Scientific Research Methodology 2023 Dr. Engr. Bien MAUNAHAN
What, if not the content or aims distinguishes science from nonscience? The answer, which is
shared by all sciences, is its methodology, or, more specifically, scientific methodologies. In
other words, scientific research is a systematic and careful process of inquiry or investigation
based on theory and evidence to seek new understandings and contribute to knowledge.
There are two primary scientific methodologies, namely, casual and interpretative. The goal
of causal science is to uncover causes and effects for example the impact of increasing the
money supply on general prices. Interpretive science aims to reveal diverse human
understandings, perceptions, or perspectives on the same occurrence; for example, two parties
in a project disagreement may have opposing views on the topics.
What is the Methodology?
A Research Methodology is a set of logical processes that leads from the formulation of a
research problem to its conclusion. It connects theory and evidence, including the use of
agreed-upon standards to ensure accuracy. The idea here is
Methodology = Philosophy + Research Designs + Methods.
The philosophical part of methodology implies that methodology is also a study of the research
designs and methods used. It is not the designs and techniques but an analysis of their use in a
specific field.
There are two main philosophies of science, namely,

Causal science
Interpretive Science.
These philosophies support research designs. Within each philosophy, there are several
alternatives. For example, there are positivist, post‐positivist, realist, and conventionalist
approaches in causal science. There is a science of interpretation, discourse analysis, grounded
theory, critical theory, gender, and phenomenological approaches in interpretive science. The
differences within each philosophy of science are relatively minor compared to the difference
between them. Hence, we shall stick to our main classification between causal and interpretive
sciences.
The research design may consist of a
1. Survey
2. Case study
3. Experiment
4. Regression
5. Comparison

A research design is a systematic way of deciding how to execute the Research to rule out
alternative explanations. It was said that a particular philosophy of science supports it. For
example, an experimenting person adopts a causal view of science to determine causes and
effects. In contrast, an interpretive researcher using a case study design is interested in probing
more deeply to gather different opinions on a topic.
The specific methods, tools, or techniques are ways to collect and analyze the data. They are
the nuts and bolts of Research that occupy much of the lecture here. Data may be collected
using observations, interviews, questionnaires, simulations, or records. They may be analyzed
qualitatively through narratives, discourse analyses, or quantitatively using statistics.
CAUSAL SCIENCE
Causal science seeks to identify the connections between causes and effects or the causal
mechanism. It shows how it works or explains why it happens. This mechanism is often called
a theory or hypothesis.
A theory is a conception of how it works, including the assumptions and causal links that
explain the event. Theories explain why certain things happen based on a collection of verified
hypotheses and empirical data.
A hypothesis is the testable part of a theory. It is a specific, testable aspect or prediction derived
from a broader theory. Testing hypotheses helps to either support or challenge the underlying
theory, contributing to the refinement and development of scientific understanding.
For example, one assumed the use of a specific project management approach that
improves construction project efficiency by optimizing resource allocation and
scheduling. But not tested instead what was investigated is the use or adoption of the
software to reduce project completion time compared to traditional management
methods.
In a functional explanation, researchers explain the existence of an entity or process by its

function or effect.
Researchers distinguish between necessary and sufficient explanations while looking for
causes.
For example, if a building catches fire, air is required but not in sufficient quantity to spark the
fire. "If a building catches fire, the air is necessary but not to cause the fire."

Another example: In construction project management, efficient project management software

is necessary but not sufficient alone to ensure project success. While having reliable software
is necessary for effective project planning, resource allocation, and monitoring, it might not
guarantee project success without competent project teams, clear communication, and
adherence to construction schedules and standards. Just as air is necessary for a fire but not the
sole cause, project management software is essential but needs other elements for successful
project completion.
Furthermore, they are rarely interested in the relationship or regularity of two occurrences, such
as the movement of interest rates and housing demand. They are more concerned with how
changes in interest rates affect house demand. In this example, changing interest rates, all else
being equal, affect the cost of financing a house and thus housing needs.
Unlike this example, many correlations are accidental and do not exhibit causal relations. For
example, the prices of butter and bananas may rise at a similar rate, but they do not cause one
another. The cause of the price rise is a confounding factor: inflation.
Notice that the condition “all else equal” is used in the argument. Other factors, such as
household income and household formation, also affect housing demand. This is a common
problem in science. Nature is complex. There are many factors, and the challenge for the
scientist is to isolate the element under consideration by keeping other factors unchanged.
Causal science supports several research designs, such as
 Experiments
 Regressions
 Comparisons
 Case studies
The researcher tries to manipulate one or more variables in an experiment while holding other
extraneous factors constant. For example, on the impact of safety training on accident rates; a
construction safety officer wants to study the effect of safety training programs on reducing
accident rates while controlling for worker experience and task complexity. His interest is on
safety training effectiveness and to control worker experience levels and task complexity. The
approach is that the safety officer selects two groups of workers with similar levels of
experience and assigns them tasks of varying complexity. One group undergoes extensive
safety training, while the other receives minimal safety guidance. The tasks assigned to both
groups are identical in complexity and scope. Then for the outcome measurement: the officer
monitors and compares the accident rates between the two groups over a specific period. By
controlling for worker experience and task complexity, the study aims to ascertain the specific
impact of safety training on reducing accidents on the construction site.

His “interest” is society, and most factors are beyond his control. However, not all is lost. A
possible solution is to use statistical control through a widely used technique known as
regression. In this case, regression analysis could be applied to assess the relationship between
safety training effectiveness and accident rates while controlling for worker experience levels
and task complexity.
A comparative design seeks to uncover common causes by examining a few cases. If the cause
is absent, then the effect is also missing. For example, if factors A, B, and C are found in
successful cases, they are common causes. In failure cases, these factors will be absent. If the
common causes can explain the occurrence of different instances, then the argument is more
persuasive. For example, if natural resource endowment is identified as a possible factor that
causes economic development, scientists should look for countries with different natural
resources. Finally, if there are too many factors and too few cases, it is impossible to identify
common characteristics.
A case study probes in‐depth into a unit (matter) to trace a process or discover something new.
It may be causal, such as a historical case study, to draft a unit's or system's development over
time. A case study may be interpretive. The researcher probes in‐depth to understand the
context and the actor’s point of view. Here, context refers to the local situation or local
knowledge or, more broadly, other factors. For example, Western management theories may
not apply to firms in developing countries because of different contexts where the politics,
markets, and social norms are different.
In summary, the term “causality” can confuse the beginner, it can be confusing because it
involves grasping intricate relationships, understanding statistical methods, and acknowledging
the complexities inherent in establishing cause-and-effect connections in various fields of
study. There are many ways of showing causality, and none is watertight. The weakest form
of demonstrating causality is the use of correlation or regularity. This strategy is used in
regression, experiments, and comparative research designs. Another way of establishing
causality is to use causal mechanisms used in case study research designs. In case study
researchers investigate how one thing leads to another, trying to find the reason behind an
event. However, sometimes there isn't just one reason – there could be multiple explanations
for why something happened. So, it can be tricky to figure out the exact cause of an event when
there are different possible explanations.

Interpretative (Interpretive) Science
The main differences between causal and interpretative science are shown below. For
interpretivists, the world is not an objective external reality “out there,” outside your head, to
be discovered. Instead, the individual subjectively experiences and understands reality,
resulting in multiple facts or different views of the same event. These subjective
understandings form the basis of human action.
Interpretivists seek to discover something new rather than some underlying mechanism and
often qualitatively.
For example, they may wish to uncover a different perspective on a specific issue. Hence,
unlike a causal scientist, an interpretivist does not usually test hypotheses. Instead, he uses an
exploratory framework to discover new hypotheses, perspectives, and issues.
A theoretical framework, or only a framework, is an organized set of ideas. In essence, a

theoretical framework is like a scaffolding that supports and structures the research process.
For instance, if we are studying the perspectives of unskilled foreign construction workers on
safety issues, a framework may consist of perceptions of risk, cultural differences, language
barriers, safety training, the sufficiency of experience, working hours, etc.
Table Key differences between causal and interpretive science.

Feature Causal science Interpretative science
Reality Objective; “Out there.” Subjective, in the actor’s head
Purpose Discover causal mechanisms Discover something new
Strategy Test hypothesis Use exploratory framework
Experiment, regression, comparison,
Design Case study, survey
case study
Data Numeric Linguistic, symbolic
Data analysis Statistics Understand meanings
The interpretivist must be aware that each party will relate the narrative in his or her own unique
style. As a result, the participant can build the narrative by carefully selecting words
(discourse) to persuade the listener. For example, illustrative comparisons and appeals to
experts or statistics are common literary devices in economics discourse. Of course, a third
party can challenge or oppose every narrative. A straightforward example is a disagreement
between the project owner and the contractor. Both parties have stories to tell.
Numbers are generally untrustworthy in the eyes of qualitative researchers. They recognize
the significance of numbers and make use of them. They are concerned, however, about
quantitative researchers' potential misuse of statistics. According to qualitative researchers,
what lies behind the data is a story or a series of stories as interpreted or recounted by other
players for various reasons.

RESEARCH CONCEPT
The Research Process

The research process consists of the following steps:
 Identify the research question (or problem)
 Review the literature to develop a hypothesis in causal studies or framework in
interpretive studies
 Determine an appropriate research design to test the hypothesis in causal studies
or discover something new in interpretive studies
 Devise proper methods to collect data
 Collect and process data
 Analyze the data
 Conclude and publish
These processes support the idea of this lecture, and for this reason, these steps will be
discussed in subsequent chapters.
What is a Research
Research
 is directed toward the solution of a problem;
 follow carefully designed procedures, and always
 applying careful analysis;
 requires expertise;
 requires patience and unhurried activity;
 carefully recorded and reported;
 sometimes requires courage.
Thinking of IDEA
 An idea is about something that interests you or something important to you in your
work or studies
 This is what you want to research, So…
 Submit an “IDEA OR TOPIC” about something that interests you
or something important to you in work or your studies
 Do not worry if it is not that perfect the first time, you can refine it later
 Ideas OR TOPIC can come from anywhere, such as:
 A topic that you have found interesting in your lectures

 An issue at work or on a placement
 An item in the news
 Something you have discussed with your friends
 Brainstorming with friends or family

If none of these works, try….

goggling websites of your field of interest
Timetable
A timetable is a date you will start and the date you have to hand in your work
 You know what you want to research, and you have the time by which you
wish to have your Research completed
 You do not need to rush things, and there is always the right time for
everything
 Make your timetable for your project, which will
be completed later
Purpose of the Research
 The purpose is problem-solving and acquiring new knowledge

 It reduces the complexity of problems
In short, Research is used for:

 Categorizing phenomena
 Describing phenomena
 Explaining phenomena
 Evaluating phenomena
 Comparing phenomena
 Correlating phenomena
 Predicting phenomena
 Controlling phenomena AND others
 You can combine two or more of these objectives in a research project, with
sometimes one objective needing to be successfully achieved before starting the next

WHAT YOU CAN DO WITH RESEARCH
So, what can we use Research to do in order to gain this new knowledge? Some of the
ways it can be used one to following:
1. Categorize involves forming a typology of objects, events, or concepts, i.e., a set of

names or ‘boxes’ into which these can be sorted. This can be useful in explaining
which ‘things’ belong together and how
2. Describe – Descriptive Research relies on observation to collect data. It examines
situations to establish the norm, i.e., what can be predicted to happen again under
the same circumstances.
3. Explain - This is a descriptive type of Research specifically designed to deal with
complex issues. It aims to move beyond ‘just getting the facts in order to make
sense of the myriad other elements involved, such as human, political, social,
cultural, and contextual.
4. Evaluate - This involves making judgments about the quality of objects or events.
5. Compare - Two or more different cases can be examined to highlight differences
and similarities, leading to a better understanding of phenomena.
6. Correlate - The relationships between the two phenomena are investigated to see
whether and how they influence each other. These are measured as levels of
association.
7. Predict - This can sometimes be done in research areas where correlations are
already known. Predictions of possible future behavior or events are made because
if there has been a strong relationship between two or more characteristics or events
in the past, then these should exist in similar circumstances in the future, leading to
predictable outcomes.
8. Control - Once you understand an event or situation, you may be able to find ways
to control it. For this, you need to know what the cause-and-effect relationships are
and that you can exert control over the vital ingredients.
The purpose of Research in Engineering is ultimately concerned with enhancing

technology/industry.
 A better understanding of the current situation and predicting future

application
 Identifying problems with current state-of-the-art technological
advancement
 Characterization of the properties of new materials, equipment, tools,
and techniques
 Finding evidence that Design A is more effective to Design B

RESEARCH DESIGN AND METHODS
Research design issues: Planning Research
There is no single design for planning Research. The idea of suitability for purpose governs
research design. It emphasizes the idea that there is none a one-size-fits-all approach or a
universal template that applies to all research projects. Instead, the suitability or adequacy
of a research design depends on how well it aligns with the specific objectives, questions,
context, and goals of the research itself.
 Research Design involves the overall strategy that guides the researcher's
decisions on how to approach the study, including selecting research methods,
defining research objectives, identifying the sampling strategy, and determining
data analysis techniques
 Research Methods are the tools and techniques for doing research to collect,
analyze, and interpret data.
In essence, the idea that research design should be purposeful, adaptive, and tailored to
meet the specific objectives and context of the study. Researchers must carefully consider
various factors and make informed decisions about the research design, methodology, data
collection techniques, and analysis methods that best suit the goals and requirements of
their particular research inquiry.
The purpose of the Research determines the methodology and design of the Research. For
example, if the purpose of the research is to map the field or to make generalizable
comments, then a survey approach might be desirable, using some form of the stratified
sample; If the effects of a specific intervention are to be evaluated, then maybe an
experimental or action research model is appropriate; If an in-depth study of a particular
situation or group is essential, then an ethnographic model might be more appropriate.

RESEARCH DESIGNS
Numerous research designs are appropriate for the different types of research projects.
The choice of which design to apply depends on the nature of the problems modeled by the
research aims.
Each type of research design has a range of methods commonly used to collect and analyze
the type of data generated by the investigations.
Historical - This aims at a systematic and objective evaluation and synthesis of

evidence in order to establish facts and draw conclusions about past events. It uses
primary historical data, such as archaeological remains and documentary sources of
the past. It is usually necessary to conduct tests to check these sources’ authenticity.
Apart from informing us about what happened in previous times and reevaluating
beliefs about the past
Descriptive - This design relies on observation as a means of collecting data. It

examines situations to establish the model, i.e., what can be predicted to happen
again under the same circumstances. ‘Observation’ can take many forms. People
can be interviewed, questionnaires distributed, visual records made, and even
sounds and smells recorded depending on the information sought. The Research
scale is influenced by two significant factors: the level of complexity of the survey
and the scope or extent of the survey.
Correlation - This design is used to examine a relationship between two concepts.

There are two broad classifications of relational statements: an association between
two concepts, where there is some kind of influence of one on the other, and a causal
relationship – where one causes changes to occur in the other.
Causal statements describe what is sometimes called a cause-and-effect
relationship. The cause is referred to as the ‘independent variable,’ and the affected
variable is referred to as the ‘dependent variable.’
The correlation between two concepts can either be none (no correlation), positive
(where an increase in one result in the increase in the other, or a decrease result in
a decrease), or negative (where the increase in one results in the reduction of the
other or vice versa). The degree of association is often measurable.
Comparative - This design compares past and present or parallel situations,

particularly when the researcher has no control over events. The analogy is used to
identify similarities to predict results – assuming that if two events are similar in
specific characteristics, they could be identical in others.

Experimental - Experimental Research attempts to isolate and control every

relevant condition which determines the events investigated and then observes the
effects when the conditions are manipulated. At its simplest, changes are made to
an independent variable, and the effects are observed on a dependent variable – i.e.,
cause and effect.
Simulation - involves devising a representation in a small and simplified form

(model) of a system, which can be manipulated to gauge effects. It is similar to
experimental design with respect to this manipulation, but it provides a more
artificial environment in that it does work with original materials on the same scale.
Models can be mathematical (number-crunching on a computer) or physical,
working with two- or three-dimensional materials. The model’s performance must
be checked and calibrated against the entire system to ensure reliable results.
Simulation enables theoretical situations to be tested – what if?
Evaluation - This descriptive type of research is specifically designed to deal with

complex social issues. It aims to move beyond ‘just getting the facts’ by trying to
make sense of the numerous human, political, social, cultural, and contextual
elements involved. The results are generally used to prescribe changes to improve
and develop the situation.
Action Essentially, this is an ‘on the spot’ procedure, principally designed to deal
with a specific problem found in a particular situation. There is no attempt to
separate the problem from its context to study it in isolation. The conclusions from
the findings are applied immediately and further monitored to gauge their
effectiveness. Action research depends mainly on observation and behavioral data.
It is difficult to generalize the results because they are bound up in a particular
situation.
Ethnological – this Research focuses on people. In this approach, the researcher is

interested in how the research subjects interpret their behavior rather than imposing
a theory from outside. It takes place in the undisturbed natural settings of the
subjects’ environment. It regards the context as equally important as the actions it
studies and attempts to represent the totality of the social, cultural, and economic
situation.
Feminist. This is more of a perspective than a research design that involves theory
and analysis that highlights the differences between men’s and women’s lives.
However, everyone is male or female, so value neutrality is impossible as no
researcher practices Research outside his or her system of values. No specific
methods are seen to be particularly feminist, but theories of gender relations inform
the methodology used.

Cultural Many of the current theoretical debates (e.g., postmodernism,

poststructuralism, etc.) is concerned with the subjects of language and cultural
interpretation. Cultural Research provides methodologies that allow a consistent
analysis of cultural texts to be compared, replicated, disproved, and generalized.
Examples of approaches to interpreting cultural texts are content analysis,
semiotics, and discourse analysis. TV news programs, cocktail parties, etc., and
information such as how people dress or converse.
Types of Research - Broad classification
Fundamental v/s Applied /Action: development of theories to discover a solution

for the practical problem, finding a solution for classroom problems.
Descriptive v/s Analytical: surveys, fact-finding inquiries,
ex post facto studies, comparative and correlational studies: analyze the
information available and evaluate the material
Quantitative v/s Qualitative
Conceptual v/s Empirical: develop new concepts or reinterpret existing ones: relies
on experience, observation, experimentation, etc.
Other Types:
Historical
Exploratory
Laboratory research,
Methods of Research
 Qualitative: Generate Theory (Interpretivist approach)
 Quantitative: Verify theory (positivist approach)
 Mixed: Integrate the findings and draw inferences using both methods. Data
collected concurrently or sequentially, methods mixed in a way that has
complementary strengths and non-overlapping weaknesses. Verify and
generate theory same time.
 Historical – what was…
 Descriptive (sometimes called Survey) – what is…
 Experimental – what can be…

Qualitative Research deals with phenomena that are difficult or impossible to quantify
mathematically, such as beliefs, meanings, attributes, and symbols. Qualitative researchers
aim to gather an in-depth understanding of human behavior and the reasons that govern
such behavior. The qualitative method investigates the why and how of decision-making,
not just what, where, and when.
Advantages
 It enables more complex aspects of personal experience to be studied
 Fewer restrictions or assumptions are placed on the data to be collected
 Not everything can be quantified or quantified easily. Individuals can be studied
in more depth
 Suitable for exploratory research and hypothesis generation
 The participants can provide data in their own words and in their way
Disadvantages
 It is more difficult to determine the validity and reliability of linguistic data
 There is more subjectivity involved in analyzing the data
 Data overload – open-ended questions can sometimes create lots of data, which
can take a long time to analyze
 Time-consuming
Quantitative Research refers to the systematic empirical investigation of any phenomena

via statistical, mathematical, or computational techniques. The objective of quantitative
research is to develop and employ mathematical models, theories, and hypotheses about
phenomena.
Quantitative Research is generally made using scientific methods, which can include:
 The generation of models, theories, and hypotheses
 The development of instruments and methods for measurement
 Experimental control and manipulation of variables
 Collection of empirical data
 Modeling and analysis of data
 Evaluation of results
Advantages
 Quantitative Research allows the researchers to measure and analyze the data
 The researcher is more objective about the findings of the Research
 Quantitative Research can be used to test the hypothesis in experience because
of its ability to measure data using statistics
Disadvantages
 The main disadvantage of quantitative research is the context of the study or
experiment is ignored
 Quantitative Research does not study things in a natural setting or discuss the
meaning things have for different people
 A large sample of the population must be studied for more accurate results

Historical Research – is Research involving the analysis of events that occurred in the
remote or recent past.
Application
 Historical Research can show patterns that occurred in the past and over time
which can help us to see where we came from and what kinds of solutions we
have used in the past
 Understanding this can add perspective to how we examine current events and
educational practices
The steps involved in conducting historical Research:

1. Identification of the research topic and formulation of the research problem or
question
2. Data collection or literature review
3. Evaluation of materials
4. Data synthesis
5. Report preparation or preparation of the narrative exposition
Historical Research gives a social scientist a better context for making realistic decisions
Strength
 Provide a comprehensive picture of historical trends
 Uses existing information
 Provides evidence of ongoing trends and problems
Limitations
 Time-consuming
 Resources may be hard to locate
 Resources may be conflicting
 May not identify the cause of a problem
 Information may be incomplete, obsolete, inconclusive, or inaccurate
 Data restricted to what already exists

Descriptive Research is used to obtain information concerning the current status of the
phenomena to describe "what exists" concerning variables or conditions in a situation. The
methods involved range from the survey, which represents the status quo, the correlation
study, which investigates the relationship between variables, and developmental studies,
which seek to determine changes over time. It is also called Survey Research.
Because of its flexibility and the fact that it deals with current topics, descriptive Research
is probably the most popular form of Research.
It is also popular because data can be collected from various sources.
Essential characteristics of descriptive research are:

 It provides a descriptive analysis of a given population or sample.
 Qualitative, quantitative, or a combination of both types of data can be
presented
 Hypotheses or broad research questions are used
 Study on current issues
 variables will be compared
Data Sources
 Persons such as teachers, students, parents, administrators, etc.
 Documents such as policy statements, curricular guidelines
 Records such as student transcripts
Research Tools
 Structured interviews
 Structured questionnaires
 Standardized tests

Survey Method
 Sur/sor –Over
 Veeir/vor- to see
 To look over or oversee
 Critical inspection
It is employed to collect detailed descriptions of existing phenomena to justify

current conditions and practices or make more intelligent plans for improving them.
Characteristics of the survey method

 Data is gathered from a relatively large number of sample
 Provides information useful to the solution of local problems
 Suggests a course for future actions or development

Types of surveys
 Testing survey
 Institutional survey (School)
 Document survey
 Survey appraisal studies
 Follow up studies
1. Testing survey - Concerned with evaluating the academic achievement or any

psychological traits in students of schools and relationships of associated
variables, e.g., the baseline survey of achievement of primary school students at
class III, VIII conducted
2. Institutional survey (School) Comprehensive study of existing educational
conditions in order to determine the overall effectiveness of the school
i. The administrative provisions, infrastructural facilities
ii. Teaching aids, teachers’ qualifications, and experience
iii. School cost, etc
iv. The educational achievement of pupils
v. Curriculum and instructional strategies
vi. Financial policies and procedure
vii. Staffing pattern, etc.
3. Document studies
Document or documentary frequency studies are undertaken to identify
and count specific characteristics found in the documents concerning
scheduled criteria, e.g., the type of errors in instructional plans, the element
of bias, or propaganda in a history textbook.
4. Survey appraisal
Involves jury technique whereby the judgment of several persons
concerning specific individuals, features, or specimens is pooled to secure
a final verdict, e.g., should sex education be a part of the secondary school
curriculum? Checklists and rating scales are usually adopted as tools for
gathering data.
5. Follow up studies
 Concerns with studies of individuals or institutions after they
have completed or worked over a while.
 Study of the impact of a multi-media package in enhancing
school enrolment in a region.
 It can serve the purpose of proving the efficiency of an
institution or a program of work and provide future directions
for improvement

Tools used in data collection

• Questionnaire
• Interview schedule
• Interview
• Rating scale
• Attitude scale
• Observation
• Checklist
• Scorecard
• Tests
• Document analysis
• Pro-forma
Stages in the Planning of a Survey

CASE STUDY
The case study or case history method is based on intensive research of comparatively
fewer persons, sometimes confined to a minimal number of cases. The case study is an
intensive investigation of a social unit. The social unit may be an individual, a family, a
school, a group of delinquents, dropouts, or any teenage gang.
A reasonably exhaustive study of a person or group is called a life of case history. A
case study is a method of exploring and analyzing the life of a social unit and that unit, a
person, a family, an institution, a cultural group, or even an entire community.
Nature of Case Studies
 The case study method has initially been used in medicine to examine the
patient`s precious development, health, and physical state from the beginning
and many other factors in the past, besides making a careful study of the
patient`s present condition and symptoms
 Some use the case study method to assist their subjects in solving their
personality problems.
 In Education, exceptional children, mentally defective delinquents, and the
truant (absentee) are studied similarly.
A case study might mean that;

a. Its method is qualitative, small-N
b. The Research is holistic, thick (a more or less comprehensive
examination of a phenomenon)
c. It utilizes a particular type of evidence (e.g., ethnographic, clinical, non-
experimental, non-survey-based, participant-observation, process
tracing, historical, and field research)
d. Its method of evidence gathering is naturalistic (a “real-life context”)
e. It employs triangulation (“multiple sources of evidence”)
f. The Research investigates the properties of a single observation or the
properties of a single phenomenon (fact, experience, event), instance, or
example
g. Case studies can establish cause and effect; they observe effects in real
contexts, recognizing that context is a powerful determinant of both
causes and effects

While case studies often focus on a single subject or entity, they can also involve multiple
subjects or units of analysis within a single study. The number of subjects or cases examined
in a case study can vary based on the research objectives, methodology, and the complexity of
the phenomenon under investigation.
Here are different scenarios for case studies regarding the number of subjects:
1. Single-Case Study: A case study might indeed concentrate on a single subject or entity.
For example, a case study might deeply explore the management practices of a specific
company or the experiences of an individual with a particular medical condition.
2. Multiple-Case Study: In contrast, a case study can involve multiple subjects or cases
within a single study. Researchers might conduct a comparative analysis across several
companies, communities, individuals, or events to examine similarities, differences,
patterns, or contrasts among them. This approach enables researchers to draw broader
conclusions or identify common themes.
3. Nested Case Study: Sometimes, case studies can also incorporate nested levels of
analysis. For instance, within a study of a specific organization, researchers might
investigate multiple departments or units within that organization as individual cases.
The choice between a single-case or multiple-case study depends on the research objectives,
the complexity of the phenomenon under study, the availability of data, and the depth of
analysis required to address the research questions effectively. Researchers decide on the
number and selection of cases based on their goals to gain insights, understand complex
relationships, and generate meaningful findings within a particular context.
Steps of the study
 Determine the present status of the case

 Formulation of Hypothesis
 Verification of the Hypothesis
 Validation of the Diagnosis
 Follow-up of the case
 Reporting the case study
Collection of Data
• Observation
• Interviews
• Review of Documents

Correlational Research refers to the systematic investigation or statistical study of the

relationship among two or more variables without necessarily determining cause and
effects. It seeks to establish a relation/association/correlation between two or more
variables that do not readily lend themselves to experimental manipulation
For example, "Examining the Correlation between Weather Conditions and Construction
Project Delays", there are two ways of conducting Research
 Experimental Approach:
o Researchers can conduct an experimental study where they divide
participants into groups Test if special weather plans on some sites reduce
construction delays caused by bad weather compared to sites without these
plans.
 Survey-Based Approach:
o Alongside the experimental study, researchers might administer surveys to
the participants (workers, supervisors, etc.) to gather perceptions, attitudes,
and feedback regarding how bad weather affects their work to understand
its impact on construction project timelines from their perspective.
Exploratory Research
Exploratory Research is a type of research conducted for a problem that has not
been clearly defined. Exploratory Research helps determine the best research
design, data collection method, and selection of subjects.
 The results of exploratory research are not usually useful for decision-
making by themselves, but they can provide significant insight into a
given situation
 Exploratory Research is not typically generalizable to the population at
large
 Exploratory Research can be quite informal, relying on secondary
research such as reviewing available literature and data or qualitative
approaches such as informal discussion with consumers, employees,
management, or competitors, and more formal approaches through in-
depth interviews, focus groups, projective methods, case studies, or pilot
studies.

Experimental Research
An experiment is a research situation where at least one independent variable, the
experimental variable, is deliberately manipulated or varied by the researcher.
Explore cause-and-effect relationships

The essential feature of experimental Research is that the investigators deliberately
control and manipulate the conditions that determine the events they are interested
in.
At its simplest, an experiment involves changing the value of one variable—called

the independent variable—and observing the effect of that change on another
variable— called the dependent variable.
Experimental Research - Provides much control and establishes a systematic and
logical association between manipulated factors and observed effects.
RESEARCH TOPICS
 How to select a research topic?
 To make the research project a success, you will have to ensure that the topic
is strong as well as enjoyable
 Unfortunately, you might find a topic you like and develop a strong thesis
with no trouble. Then you find yourself spending an afternoon in the library
and discovering one or two problems
 You could find that very little research is available on your subject
 You may find that the Research does not support your thesis
 To avoid those problems:
 It is important to select more than one topic from the start. Find three or
four topics that interest you, then conduct a preliminary search of each topic.
 Preliminary searches can be done pretty quickly; there is no need to spend
hours in the library.
 Determine which project idea can be supported with plenty of published material.
 This way, you will be able to select an interesting and feasible final topic.
 Do not select a topic that does not appear in books, articles, or websites!
 Those topics eligible for Research are when there is a difference between what
exists and what should be for unclear but more than one possible reason.

 Still research can be done without prior references, the acceptance of research
that lacks existing literature depends on various factors, including its novelty,
quality, relevance, dissemination efforts, and community response. While the
process of gaining acceptance for such research might take time due to its
pioneering nature, the significance and impact of the findings ultimately
influence its recognition within the academic or scientific community.
Prioritizing Topics
 Criteria for Prioritizing Research Topics

1. Relevance
2. Feasibility
3. Political Acceptability
4. Applicability
5. The Urgency of Data Needed
6. Ethical Acceptability
7. Avoidance of Duplication
Relevance: The topic you choose should be a priority problem:

Questions to be asked include
 How broad or widespread is the problem?
 Who is affected?
 How severe is the problem?
Feasibility: Consider the complexity of the problem and the resources you will require to
carry out the study.
The idea should be given first to personnel, time, equipment, and locally available
money.
 If the local resources necessary to carry out the project are insufficient, you
might consider sources available at the national level.
Political acceptability: It is advisable to research a topic with the authorities' interest and
support.
This will facilitate

 The smooth conduct of the Research and
 Increases the chance that the results of the study will be implemented.

Applicability of possible results and recommendations
 Is it likely that the recommendations from the study will be applied?

 This will depend
 Not only on the blessing of the authorities
 Nevertheless, also on the availability of resources for implementing the
recommendations is.
The urgency of data needed.
 How urgently are the results needed for making a decision?

 Which Research should be done first, and which can be done late?
Ethical acceptability
 We should always consider the possibility that we may cause harm to others while
carrying out Research.
Therefore, it will be useful to review the proposed study.
Avoidance of duplication:
 Investigate whether the topic has been researched.

 If the topic has been researched, the results should be reviewed to explore whether
essential questions that deserve further investigation remain unanswered.
If not, another topic should be chosen.
These criteria aid you, decision-makers, and organizations in prioritizing and selecting
research topics that align with various considerations, including their importance,
practicality, ethical implications, and potential impact on society or the field of study.
Rating Sheet
Criteria for Selecting a Proposed Topics

Research Topic Topic 1 Topic 2 Topic 3
Relevance
Avoidance of Duplication
Feasibility
Political Acceptability
Applicability
The Urgency of Data
Needed
Ethical Acceptability
Total
Rating Scale 1 = low 2 = medium 3 = high

RESEARCH QUESTIONS
 How to Formulate a Research Question?
 When you are told to do a research project at university, it is somewhat

different from when you are told to do an essay or an assignment.
 With the essay or assignment, you are given a question you must answer or at
least a topic area to address.
 Nevertheless, it is harder when you have to think of the question yourself.
Finding one that you can reasonably answer is your first challenge.
How to formulate research Questions
 The question must be about filling a knowledge gap. However, it should also be
manageable:
 You cannot solve all the answers in the world, so you have to choose a
manageable question and answer it in a way that suits you.
Some questions might be good or bad to be considered as research questions.
1. What maker of cement is better in Jimma?

2. Why does a buildings collapse?
3. How is a suitable steel formwork?
4. Why is admixture needed in concrete construction?
5. What is the effect of the intensity of earthquakes in different buildings in
Ethiopia?
6. Which one is better? Crushed or river aggregate?

A research question has to be:
These points outline the characteristics that make a research question effective and
suitable for investigation:
1. About finding new knowledge: A research question should aim to contribute

to the existing body of knowledge within a particular field. It should focus on
uncovering information, insights, or understanding that is not widely known or
explored. This criterion emphasizes the need for originality and the
advancement of knowledge.
2. Specific - not too broad: A well-formed research question should be focused
and clear. It should address a specific aspect or issue within the broader topic
area without being overly general. A broad question might be too complex to
answer effectively within a research project, so specificity helps in defining the
scope of investigation.
3. Answerable with available resources: The question should be feasible to
investigate given the resources (time, funding, access to data, etc.) available to
the researcher. It should be practical and achievable within the constraints of the
research setting.
4. Answerable with reasoning and evidence: A good research question should
be structured in a way that allows for a reasoned and evidence-based answer. It
should prompt investigation, analysis, and the gathering of evidence to provide
a well-supported response. This criterion underscores the importance of
empirical support and logical reasoning in addressing the research question.
Overall, an effective research question aligns with these principles by focusing on new
knowledge, being specific yet achievable, and demanding reasoned answers supported
by evidence. Following these guidelines helps you formulate questions that are both
feasible to investigate and capable of contributing meaningfully to the field of study.
 First, you need the first question and then a final question.
 To begin a research question, you start with an initial question, known as the
'prima facie question.'
 This question undergoes refinement until it reaches exactness.
 The term 'prima facie' denotes 'at first look,' a phase crucial as this question
often evolves throughout the research process, refining and adapting as you
explore deeper into your investigation."

This will be the sequence.
Have an idea and have a prima facie question
"Start by exploring, reading extensively, asking questions,

initiating preliminary inquiries, and then allocate extra time for
thorough consideration and reflection on the questions
Write out your final question. This comes after you

have done your groundwork
From Topic to Idea
 How to convert topics/ideas to questions?

 This will be done by starting with these QUESTIONS:
 WHO?
 WHAT?
 WHERE?
 HOW?
 WHY?
How to convert topics/ideas to questions
 Think of the following questions outlining your initial interest.

 Remember that ‘What,' ‘When,' ‘Where,' and ‘Who‘ lead to descriptive answers,
While the…..
 ‘Why' and ‘How' often lead to answers about explanation.
The explanation is trickier than the description.
Descriptions focus on presenting surface-level information, while

explanations require deeper analysis and understanding of the
underlying mechanisms, reasons, or causes behind the subject matter.
Providing an explanation often demands more thought, analysis, and a

deeper understanding of the subject to convey the 'why' or 'how' aspect
effectively.

Types of questions you will be asking.
1. Existence
Does a particular parameter/material exist?
2. Description and Classification
What is the material?
What are its properties?
How can it be categorized?
How can we measure it?
What are its components?
3. Descriptive-Comparative
How does one parameter differ from another?
4. Frequency and Distribution
How often does a parameter occur?
What is an average amount of s a parameter?
5. Descriptive- Process
How does a parameter usually work?
By what process does a parameter happen?
What are the steps as a parameter evolves
6. Relationship
Are parameters 1 and 2 related to each other?
Does the occurrence of parameter one correlate with parameter 2?
7. Causality
Does DV cause IV? Does DV prevent IV?
What causes DV? What effect does IV have on DV?
8. Causality-Comparative
Does DV cause more IV1 than IV2?
Is DV better at preventing IV1 than IV2?
Does DV cause more IV1 than IV2 under one condition but not others?
9. Design
What is an effective way to achieve DV?
How can we improve the DV?

Planning a Research Project = Key Question
The provided sequence outlines essential considerations for planning a research project and
framing the key questions to guide the research process:
1. What do I want to know, and whom will I tell?

o This question addresses the fundamental purpose of the research. It prompts
researchers to clarify their objectives, the specific information they seek to
acquire, and who the intended audience or recipients of the research findings
will be. Understanding the target audience helps in tailoring the research
approach, communication style, and the presentation of results.
 Questions to ask yourself:
Does this topic (or setting or method) interest me?

Is this a problem that is agreeable to scientific inquiry?
Are adequate resources available for this topic/setting/method?
Will my question or methods lead to irresolvable ethical problems?
Is the topic of theoretical and practical interest?
What kind of evidence will answer my question?
2. What kind of evidence will answer my question?

o Identifying the type of evidence needed to address the research question is
crucial. Researchers should determine the most appropriate methods, data
sources, or evidence required to support their investigation. This involves
considering whether quantitative data, qualitative insights, experimental
findings, surveys, or other forms of evidence are necessary to answer the
research question effectively.
Methodological triangulation will strengthen the argument.

Literature
Review
TOPIC
Sampling, Objective measures

Survey Observation, tests, Statistics

3. How will I get that evidence?

o This question focuses on the research methodology and the practical steps
needed to gather the required evidence. Researchers must plan and outline the
research design, data collection methods, sampling techniques, or experimental
procedures to acquire the necessary evidence. It involves deciding on the
approach and logistics for data collection or experimentation.
1. Matching methods to variables

2. Internal States
3. External States
4. Artifacts
5. Environment
4. How will I analyze that evidence?

o Once the evidence is collected, the next step is to analyze it effectively.
Researchers need to outline the analytical methods, statistical techniques, or
qualitative approaches they will use to interpret the collected data or evidence.
Planning the analysis phase helps ensure that the results are accurately
interpreted and aligned with the research objectives.
o Constant validity checking
o Watch out for:
Inconsistencies and the Reasons for Them
Check one set of data from questionnaires, interviews, etc., against
another, such as archives
Be open to negative instances
Seek out alternative explanations
Use outliers to re-examine your ideas
5. How can I turn my analysis into publications for various audiences?

o This question addresses the dissemination of research findings. It emphasizes
the importance of not only conducting the research but also effectively
communicating the results to different audiences. Researchers should consider
how they will present their findings in academic publications, reports,
presentations, or other formats suitable for diverse audiences, including
academics, practitioners, policymakers, or the general public.
Plan publication from the beginning and structure data gathering and
analysis with publication in mind
Overall, these key questions guide you in formulating a clear research plan, helping them define
the research scope, identify methodologies, collect and analyze data, and effectively
communicate their findings to relevant audiences.

RESEARCH PROPOSAL
What does a proposal do? When writing a proposal, we mostly just propose to do
Research; what do we want to research? What questions do we want to be answered, and
how will the questions be investigated and answered?
 Outlining research plans

 Defining the research problem
 Detailing methodology
 Justifying the research
 Securing funding and approval
 Establishing feasibility
 Setting expectations
It serves as a tool to communicate ideas, secure resources or approvals, and move forward
with a research study
It will be the professors, advisers, examiners, or whomever it is that will approve the
proposal, which is why we need to write a proposal before writing research.
There are three sections in the Research Proposal
 Introduction
 Title/Topic
 Literature Review
 Research Definition
 Method
 Research Design
 Data Collection Instruments
 Sample
 Data Collection Procedure
 Planned Data Analysis
 Research Ethics
 Planning
 Budget
 Planning
A research proposal is required to secure funding or approval. It usually consists of the

following:
 Title
 Proposal Summary
 Acknowledgment
 Table of Contents
 List of Tables
 List of Figures
 Abbreviations

 Chapter 1 Introduction
 Research Problem
 Research Questions
 Objectives/Hypothesis
 Scope
 Significance of the Study
 Chapter 2 Preliminary literature review
 Chapter 3 Research Methodology
 Research design
 Data collection method
 Data collection plan
 Data processing plan
 Data analysis plan
 Schedule of Budget
 Schedule of Work Plan (see table below)
 Research Ethics Risk assessment
 Background of the researcher(s) involved
 References
The schedule of costs and background of the researcher(s) are not required in student research
proposals. However, the Ministry of Science and Higher Education will provide the research
funds; these must be submitted. These proposals are used to facilitate the allocation of the
thesis or dissertation supervisors.
Many research evaluators pay close attention to costs that may include the salaries of
researchers and assistants, stationery, postage, photocopying, computing, equipment,
materials, transport, books, etc. It is essential to cater to contingencies because Research is a
risky endeavor. For instance, the response rate for the survey may be too low, which may
necessitate a change in research strategy, such as interviewing a new group of respondents.
Steps in Writing a Research Proposal
1. Topic
 Having a topic is a good starting point. It would be best to consider the topic in
mind, which is an idea you are interested in or your field of study. You have a
unique idea or anecdote representing a topic you want to go into.
 A topic is too broad, too vast, or too specific and not immediately researchable
and needs to be narrowed down into researchable questions.
Nevertheless, how can we do it? In order to do that, is to read about it. No
matter what topic we are thinking of, plenty of people have written or researched
about it. So, it is the job of the researchers to read those kinds of literature.
2. Literature Review. Only through reading and relevant literature on the topic and related
topics can we know what has been done on the topic already. Only through reviewing

relevant literature can researchers decide on a specific area to focus on or a particular

direction to go into from within this general topic in which the researcher is interested.
After conducting a related or preliminary review of the proposal, decide what this study
will investigate. So, at this point, you can define a research study.
3. Research Definition It can come in a different form,

 problem statement and some research questions
 or central research questions and some investigative questions
 or a model for testing
 or Hypothesis for testing
 or other forms like a combination of those
The idea is to define what the proposed study is to investigate clearly. Noticed that all
the definitions or formulation of the research questions are generally done after the
Literature Review, which means the literature review should answer the central
research questions. They should be answered due to the collection and analysis of
empirical data. If your research questions can all be correctly answered by reading
literature, textbooks, and articles, what is the point of conducting empirical research?
Now you need to decide how this investigation can be carried out. You have to make
some methodological decisions for this proposed study. In this method or
methodological study, there are aspects to be clarified: General Research Design, Data
Collection Instruments, Sample, Data Collection Procedure, Planned data analysis,
research ethics, work plan, and budget.
4. Research Design Under This explains which type of Research within the proposed
study will fall. Is it exploratory, descriptive, correlational, etc.? There are different
kinds of types
Usually, as researchers propose a study, they need to determine what type of Research
it is and why. Moreover, that is why research design or style often needs to be classified
as the first element of the method chapter.
5. Data Collection Instrument needs to know how to collect data. Researchers cannot just
do a preliminary literature review and call it a research thesis. So, the proposal should
clearly say whether it needs qualitative or quantitative data and why it is needed. Also,
it needs to be described how it will be collected data: whether it will conduct surveys,
interview people, conduct observations, or perform experiments using other data
collection instruments.
6. Sample Generally speaking, Research should be able to describe the population and the
sample.

7. Data Collection Procedure This is why the sample is used and why a particular
sampling procedure is used.
8. Data Collection is another element of the methodology. How well was the instrument
used on the sample? For example, what is the time frame for data collection, how well
the respondents be approached, what kind of setting will the data collection be
administered, and what are the different steps involved in this process?
9. Planned Data Analysis. To know how the data will be analyzed. What kind of statistics
software and analytical procedure in Qualitative data will be used? What type of coding
is required for Quantitative data, and how well will the data be interpreted? In the
planned data analysis section, the researcher must clearly describe what they must do
to analyze the data and convince the readers that they can handle data appropriately.
Then after that, they might be a little bit talk about Research Ethics.
10. Research Ethics. Depending on the University, there might be different requirements
to address ethical issues. This can sometimes be just a pure formality or a real key
consideration for a proposal. Writing a research proposal follows the faculty or
graduate and research department's instructions.
11. Budget - This is something for formality, but whether it is sponsored depends on the
program. Nevertheless, if you are not under sponsorship, it is also right that you have
the budget for your Research, so you will know how much money you will spend.
12. Planning This indicates the definite time planning for various steps involved in the
research project
Budget
Why do we need a budget?
• A detailed budget will help you identify which resources are already locally available
and which additional resources may be required.
• The budget design process will encourage you to consider aspects of the work plan
you have not thought about before and will serve as a useful reminder of activities
planned as your Research gets underway.
How should a budget be prepared?
• It is necessary to use the work plan as a starting point.

• Specify what resources are required for each activity in the work plan.
• Determine for each resource needed the unit cost and the total cost.
Note that UNIT COST (e.g., per diem or cost of petrol per km), the
MULTIPLYING FACTOR (number of days), and TOTAL COST are
required for all budget categories.

The budget for the fieldwork component of the work plan will include:
– Funds for personnel,

– Transport and
– Supplies
Budget justification
 It is not sufficient to present a budget without explanation.

 The budget justification follows the budget as an explanatory note justifying
briefly, in the context of the proposal, why the various items in the budget are
required.
Make sure you explain why items that may seem questionable or particularly costly are
needed and discuss how complicated expenses have been calculated.
If a strong budget justification has been prepared, essential items are less likely.
will be cut during the proposal review
Work Plan
 Now that you have your questions sorted out, you can be a bit more precise about your
schedule for doing the Research.
 Remember that Research is not one process; it is a collection of processes joined
together, and you need to do the processes in the right order.
 Let us say that you have to do an “X” project at the university. You have from
1 January to 1 June of the year to complete it.
 The first thing to say is: do not leave it all until 15 May. This would be a bad
idea. Break it up and draw a timeline.
Timeline / Timetable

Months
tasks
2 4 6 8 10
Problem Formulation
Literature Review
Design and Method
Data Collection and Processing

Data Analysis
Writing of Research report
Example of the research schedule
 A work plan is a schedule, chart, or graph that summarizes the different components of
a research project and how they will be implemented coherently within a specific
period.
 It may include:
The tasks to be performed;
When and where will the studies be performed; and
Who will perform the tasks, and the time will each person spend on them
 Work plans could be presented in different forms, such as schedules and Gantt charts.
 A Gantt chart is a planning tool that depicts graphically the order in which various tasks
must be completed and the duration of each activity.
 The length of each task is shown by a bar that extends over the number of days, weeks,
or months the study is expected to take
Research Ethics and Risk Assessment
The researcher or a competent external party is usually required to conduct a risk assessment
of possible harm or discomfort to humans and ways to manage these risks. A formal evaluation
involves the computation of the risk/benefit ratio. Individuals can then decide whether they
wish to participate in the project through informed consent because they know the research
purpose, procedures, risks, and benefits. There is also the right to withdraw from the study
without reason. Not everyone is capable of giving informed consent. For example, for studies
on children or older people, the researcher will be required to seek the permission of their
parents or caregivers and take special care to protect subjects from possible harm or discomfort.
The risk assessment should also cover damage to property and equipment, such as negligent
use, accidents, or fire.

The following information, if any, should be provided to potential participants:
 expected time commitment

 boring or repetitive tasks
 considerable physical exertion
 physical harm, such as exposure to dangerous chemicals
 privacy issues, such as income or access to medical or employment records
 confidentiality, such as a worker’s “feedback” on management or that names
will not be disclosed in the research publication
 recall of distressing events
 possible allergies
 measures of performance to avoid embarrassment to poor performers; and
 studies that may link performance or deficiencies to nationalities, race,
ethnicity, religion, income, or gender.
The researcher should provide full disclosure. A debrief was also conducted soon after the
study so that respondents could assess whether the study's objectives had been achieved.
Researchers should not use deception to gather field data. These techniques include
misrepresenting the purpose of Research or the level of risks, concealed observation, or secret
behavior recording. For example, should a researcher hide his identity when studying the
behaviors and activities of a street gang? Some researchers do not reveal their identities until
after the study has been completed because they believe it will affect their membership in the
club. Sound judgment is required; for example, concealed observation from an overhead bridge
is usually not an issue in mass observation studies of pedestrian behavior. However, if you
observe how a project manager conducts a site meeting, you should reveal your identity and
obtain informed consent.
Plagiarism is stealing other researchers’ data and presenting them as one’s work. It is a severe
offense, and you should give proper credit when it is due. This does not mean that one should
cite everything, which is overkill.
Do not falsify or fabricate the data. A more common problem is the deliberate or inappropriate
deletion of outliers to make the results look better, such as obtaining a better regression fit.
This is a pity because outliers play a significant role in scientific discoveries if they are not
apparent mistakes or mismeasurements. They provide a possible refutation of the theory.

PROJECT REPORT (individual report)
Submit three titles of your interest, and then select one of the titles. From the proposal
format given, develop a proposal of the selected title, including all the chapters covered.
Since it is a proposal, all tenses should be in the future tense. Regarding the title, please
consult your teacher, checking the availability of your title. The topic you will submit will
be your actual proposal to be approved by the committee and defended next semester.
The project report will be submitted at the end of the course as 30% of your grade.
Students are expected to contribute to construction

knowledge. They should be able to identify knowledge gaps
and seek appropriate solutions
Many universities and research institutions have

Institutional Review Boards to tackle issues on research
ethics. The principal investigator should ensure that
Research
assistants are correctly selected and trained,
and that they follow protocols.

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Scientific Research Methodology 2023 Dr. Engr.

Research is a foundation of science. Nevertheless, before knowing what forms Scientific

JU/JIT Construction Engineering and Management 1

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The Research Process

 Ideas OR TOPIC can come from anywhere, such as:

 A topic that you have found interesting in your lectures

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If none of these works, try….

Purpose of the Research

 The purpose is problem-solving and acquiring new knowledge

In short, Research is used for:

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WHAT YOU CAN DO WITH RESEARCH

1. Categorize involves forming a typology of objects, events, or concepts, i.e., a set of

The purpose of Research in Engineering is ultimately concerned with enhancing

 A better understanding of the current situation and predicting future

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RESEARCH DESIGN AND METHODS

Research design issues: Planning Research

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Historical - This aims at a systematic and objective evaluation and synthesis of

Descriptive - This design relies on observation as a means of collecting data. It

Correlation - This design is used to examine a relationship between two concepts.

Comparative - This design compares past and present or parallel situations,

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Experimental - Experimental Research attempts to isolate and control every

Simulation - involves devising a representation in a small and simplified form

Evaluation - This descriptive type of research is specifically designed to deal with

Ethnological – this Research focuses on people. In this approach, the researcher is

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Cultural Many of the current theoretical debates (e.g., postmodernism,

Types of Research - Broad classification

Fundamental v/s Applied /Action: development of theories to discover a solution

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Quantitative Research refers to the systematic empirical investigation of any phenomena

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The steps involved in conducting historical Research:

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It is also popular because data can be collected from various sources.

Essential characteristics of descriptive research are:

It is employed to collect detailed descriptions of existing phenomena to justify

Characteristics of the survey method

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1. Testing survey - Concerned with evaluating the academic achievement or any

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Tools used in data collection

Stages in the Planning of a Survey

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Nature of Case Studies

A case study might mean that;