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Research Methodolog

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for Education

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Prof. Dr. Md. Nasir Ibrahim
Post-doctoral, Sheffield Hallam University, UK

E
PhD, University of Tasmania, Australia

1
MA, McGill University, Canada
B.A. (Hons.), USM, Penang
 Objectives

1 Understand quantitative and qualitati

ve research

2 Understand theoretical framework an

d conceptual framework

3 Understand mixed-method and

arts-based research

2
 Subjects, Respondents, Informants, and Participants?
Janice M. Morse (1991). Subjects, Respondents, Informants, and Participants? Qualitative Health Research Vol 1, Issue 4, 403-404

Subjects Respondents Informants participants

Traditionally used in experimen
tal or quasi-experimental desig
ns, reacting to the intervention.
It is a particularly passive term,
one associated. More with "real
" science.
Used for survey designs where
those involved respond or ans
wer structured and semistruct
ured questionnaires. Respond
ents tell the researcher exactly
what the researcher asks: no m
ore, no less.
Investigator is considered naiv
e and must be instructed about
a setting, cultural rules, etc. Cul
ture, as a complex phenomeno
n, must be interpreted for the u
ninitiated, and the "key inform
ant" is the person who is selec
ted as the primary link betwee
n the anthropologist and the
cultural group being studied.
Active role of the persons who
are being studied, and it is a te
rm commonly used in qualitat
ive inquiries. The relationship
between the participant and th
e investigator may be an unequ
al relationship (with the resear
cher or the participant in contr
ol) or an equal one.

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 Common paradigms in research
Every research has a philosophical underpinning, and no research will take place within a philosophical vacuum. 

Positivism
‘Factual’ knowledge gained through measurements and observation. Positivism is also associated
with other terms, namely ‘postpositivist’, ‘empirical science’ and ‘postpositivism’ (Creswell 2011).

Interpretivism and constructivism

Multiple interpretations of an event, shaped by the individuals’ historical or social perspective. Such situati
ons need to be examined through the eyes of participants rather than the researcher (Cohen, Manion & M
orrison 2011).

Pragmatism
Essentially practical rather than idealistic. There may be various ways at arriving at the reality. This can be throug
h subjective or objective means, and some other times could require a combination of subjective and objective te
chniques (Onwuegbuzie et al. 2009).

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The research onion (Adapted from Saunders et al. 2018)
 Characteristics of Quantitative and Qualitative

Quantitative Characteristics Research Process Qualitative Characteristics

Exploratory/Understanding a
•Descriptive/Explanatory Identifying a Problem Phenomena

• Major Role Justify Problem Reviewing the Literature •Major Role Explore Problem

•Specific and Narrow •General and Broad

• Measurable/Observable
Specifying a Purpose •Participants’ Experience

•Pre-determined, Instruments •General,emerging form Text or image data

• Numeric Data, Large numbers Collecting Data •Small Number

• Statistical, Description of Trends Analysing and •TextAnalysis, Description and Themes

•Larger Meanings of Findings
• Comparisons/Predictions Interpreting Data
•Flexibleand Emerging
Standard and Fixed
•
Report and Evaluate •Reflexive and Biased
• Objective and Unbiased
 Research Designs Related to Quantitative and Quali
tative Research and the Process of Research

Research Process Two Approaches Research Designs

Quantitative
Identifying a Problem Qualitative  Experimental
Quantitative
 Correlational
Reviewing the Literature Qualitative
 Survey
Quantitative
Specifying a Purpose Qualitative
Quantitative • Mixed
Collecting Data Qualitative • Action
Quantitative
Analyze and Interpret Data Qualitative
Quantitative
• Ethnography
Report and Evaluate Qualitative
• Grounded Theory
• Narrative
 What is a problem statement?

A problem statement is a concise description of the problem or issues a project see

ks to address. The problem statement identifies the current state, the desired future
state and any gaps between the two. A problem statement is an important communi
cation tool that can help ensure everyone working on a project knows what the pro
blem they need to address is and why the project is important.

Prof. Dr. Md Nasir| GRU10604 8

 What are the key elements
of a problem statement?

Ideal Situation
Reality Consequences Proposal

Identifies the goals and Identifies the problem Describes the effects of Several possible solutions
scope of the project are. the problem to the problem

It should create a clear

State why it is a problem and
understanding of what the ideal
environment will be once the issue identify who the problem is
has been resolved. impacting. It will also describe
when and where the problem was
identified.
Effects of the problem by
describing how the people affected
by the problem and how much the
problem is impacting them.
Common consequences can
include the loss of time, money,
resources, competitive advantage,
productivity and more.
Does not need to identify a
specific solution. The purpose of
the proposal section should be to
guide the project team on how
they can research, investigate and
resolve the problem.

Prof. Dr. Nasir | UPSI 9

 Quantitative Designs and Uses

Intervention Non-Intervention
Research Research

Explaining whether an
intervention influences Associating or relating Describing trends for
an outcome for one variables in a the population of
group (Treatment) as predictable pattern for people
one group of individuals
opposed to
another group
(Controlled)

Experimental Correlational Survey

Research Research Research
 Qualitative Designs and Uses
At least three types of Qualitative Designs

Narrative Research

03
Exploring individual stories to describe t
he lives of people
Grounded Theory Research

02
Exploring common experiences of individual
s to develop a theory
Ethnographic Research

01
Exploring the shared
culture of a people group

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Understanding
Quantitative Re
search
 Qualitative
Research
Definition

is…………….

a structured approach
of collecting and
analyzing numerical
data obtained from
different sources
 Widely used in the
natural and social
PURPOSE sciences: biology,
chemistry, psychology,
economics, sociology,
marketing, etc.

Find patterns and

averages, make
predictions, test causal
relationships, and
generalize results
COLLECT
ANALYSE
PREDICT
 Collects information using sampling methods and sending out
online surveys, online polls, questionnaires, etc.,
 The results of which can be depicted in the form of numerical.
 After careful understanding of these numbers to predict the
future of a product or service and make changes accordingly.

The Power of PowerPoint | 15

 • Researcher is generally seen as independent
Characteristics of quantitativ from those being researched.
e research • Those taking part are usually referred to as
respondents.
• Designed to examine relationships between
variables.
• Often uses probability sampling techniques
to ensure generalisability.
• Method(s) used to collect data are rigorously
• Positivistic or Scientific defined and highly structured.
• Objective • Collection results in numerical and
• Theory driven standardised data.
• Deductive • Analysis conducted through the use of
• Making generalization statistics and diagrams.
• Resulting meanings derived from numbers.
Educational Research 2e: Creswell 16
 WHY USE
QUANTITATIVE RESEARCH
collecting a standardised measurement. By asking the same questions of all your particip
ants you have comparable data across your sample.

The Power of PowerPoint | 17

SYSTEMATIC
INVESTIGATION
A systematic investigation of phenomena by gathering q
uantifiable data and performing statistical, mathematica
l, or computational techniques.

The Power of PowerPoint | 18

 Advantages of quantitative research
4 advantages
Reliable and accurate data
As data is collected, analyzed, and presented in number
s, the results obtained will be extremely reliable. Numb
ers do not lie. They offer an honest picture of the condu
cted research without discrepancies and is also extrem
ely accurate. In situations where a researcher predicts c
onflict, quantitative research is conducted.
Wider scope of data
Due to the statistics, this research method provides
a wide scope of data collection.
Quick data collection
carried out with a group of respondents who represen
t a population. A survey or any other quantitative rese
arch method applied to these respondents and the inv
olvement of statistics, conducting, and analyzing result
s is quite straightforward and less time-consuming.
Eliminate bias
This research method offers no scope for personal
comments or biasing of results. The results achieve
d are numerical and are thus, fair in most cases.
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 Best practices to conduct quantitative research

Here are some best practices:

1. Differentiate between quantitative and qualitative: Understand the difference b
etween the two methodologies and apply the one that suits your needs best.
2. Choose a suitable sample size: Ensure that you have a sample representative of
your population and large enough to be statistically weighty.
3. Keep your research goals clear and concise: Know your research goals before y
ou begin data collection to ensure you collect the right amount and the right qu
antity of data.
4. Keep the questions simple: Remember that you will be reaching out to a demo
graphically wide audience. Pose simple questions for your respondents to unde
rstand easily.
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 • Researcher is not being independent from those
Characteristics of qualit researched.
ative research • Those taking part are referred to as participants or
informants.
• Designed to study participants’ attributed meanings
and associated relationships.
• Generally uses non-probability sampling techniques.
• Based on meanings expressed through words
(spoken and textual) and images.
• Method(s) used to collect data are unstructured or
• Naturalistic Inquiry semi-structured.
or Constructivism • Collection results in non-standardised data generally
• Subjective requiring classification into ca tegories.
• Making theory • Analysis conducted through the use of
• Inductive conceptualisation.
• Specific • Resulting meaning derived from words (spoken or
text) and images.
Educational Research 2e: Creswell 21
 Types of Variables
There are four types of variables

01 02 03 04
Independent Variable Dependent Variable Controlled Variable Extraneous Variable
• The cause • the variable that you meas • Also known as constant va • May influence the outcom
ure or observe. riable. Does not change du e but aren't taken into acc
Example: Interest, Motivatio
ring an experiment. ount. Won't impact the fin
n, Skills, Teachers, Environme • The effect
al conclusion,
nt Example: bilik darjah, jenis k
Example: Pelajar-pelajar yang
erusi dan meja. • Include accidents, and fact
mahir seni
ors you consider unimport
ant. Every experiment has
extraneous variables.
Example: Baju guru, rambu
t guru

TYPES OF VARIABLES

Prof. Dr. Md Nasir Ibrahim 22

Independent Variable
The cause

The independent variable is the factor that you

purposely change or control in order to see what
effect it has.
Independent Variable Examples. A scientist is
testing the effect of light and dark on the
behaviour of moths by turning a light on and off.

The independent variable is graphed on the x-

axis.

Prof. Dr. Nasir| UPSI 23

 QUANTITATIVE
RESEARCH

Theoretical Framework
 Qualitative Data Analysis (QDA)
A step-by-step Guide

Transcribe the Identification

The framework
interviews, and
is the coding
The data is Describing the consolidation of
translate the plan to
sorted based on data based on recurrent
data, record the structure, label,
category and research themes,
details, label the and define data
theme questions patterns
contents
present in the
data
Organisation of the coll Identification of Frame
ected data work Sorting the Data Descriptive Analysis Second Order Analysis

QDA is the range of processes and procedures whereby the data that have been collected is explain
ed based on the understanding or interpretation of the people and situations we are investigating. Q
DA is usually based on an interpretative philosophy. The idea is to examine the meaningful and sym
bolic content of qualitative data.
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 What is a theoretical framework?
E.g. Pavlov used stimuli and response (t
heoretical frameworks) to study conditi
oning in animal subjects (conceptual fr
amework), which led him to predict tha
t upon being conditioned to one set of
stimuli, the animal would later respond
in the same way to the presentation of
any one of the stimuli (hypothesis).
Adopted when a particular theory is enough to provide theoretical basis for
1 the conduct of the study
used when the concepts from the different theory are borrowed because o
2 ne theory does not cover all the concerns of the study
Leads into the conceptual framework, which is a specific exploration of an
3
aspect of the theoretical framework.
Logical structure of meaning that guides the development and are based o
4
n the identification of and relationships among key concepts
consists of concepts and together with their definitions and reference to rel
5
evant scholarly literature
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 Teori Kognitif

Teori Teori
Behavioursime Konstruktivism

Kemahiran
Seni
 Theoretical Framework using Mindmap
Plannin

Methods
Evaluation
Usin

Ground rules Dialo ue

Class
Management Learning
Contracts
How to
te a c h
30/10/20105 - w20 Methods Questioning
The issue W o r k- b a s e d
F orm s of ra c t ic e
Assessment
as s e s s m e n t
Lectures
Ma r k in

Whiteboard
Overhead
roectors
Screen-based Size
Data
Pruction Media
Usin
ment
Handouts
Humour
Yo u r s e l f

http://chks.wested.org/using_results/resilience
 Examples include Newton’s laws of motion in physical
sciences and Maslow’s hierarchy of needs in social sci
ences.
• For instance, a physicist could use Newton’s laws of
motion, or one of the laws, to study the appearanc
e of comets, the speed of asteroids, or the gravitati
onal pull of a black hole.
• Similarly, a sociologist could use Maslow’s hierarch
y of needs to study the life cycle of social media pla
tforms. Note that you can use multiple theoretical f
rameworks as needed for your study.

What is a theoretical fr
amework?
https://www.scribbr.com/methodology/quantitative-
research/
29
 • The conceptual framework is used to arrive at a hypothesis. L
et’s look at a couple of classical examples.

What is a theoreti • Similarly, Pavlov used stimuli and response (theoretical frame
works) to study conditioning in animal subjects (conceptual fr

cal framework? amework), which led him to predict that upon being condition
ed to one set of stimuli, the animal would later respond in the
same way to the presentation of any one of the stimuli (hypot
hesis).

https://www.scribbr.com/methodology/quantitative-
research/
30
 Theoreticial Framework and
Conceptual Framework

Thereotical Fram
Conceptual
ework
Framework
• Big Ideas.
Smaller Ideas
• May contain many ideas that are not explored within the paper or ex
periment it structures. The conceptual framework is a set of specific ideas that can
be used within the larger theoretical framework.
• Informs the conceptual framework. For instance, a Freudian psycholo
gist is likely to place a great deal of importance on early childhood da However, by definition, all aspects of the conceptual frame
ta from their subjects. work are used in the process of research.

• May also determine what ideas are not considered by a conceptual fr

amework: A behaviorist is unlikely to consider a subject's dreams. 31
 1. Represents the researcher’s synthesi
s of literature on how to explain a ph
enomenon.
• Maps out the actions required in the c
ourse of the study given his previous k
What is a concep nowledge of other researchers’ point of
view and his observations on the subje
tual framework? ct of research.
• It is the outline or skeleton on which to
build your idea.

https://www.scribbr.com/methodology/quantitative-
research/
32
 •Researcher’s understanding of ho
w the particular variables in his stu
dy connect with each other. Thus, i
What is a concep t identifies the variables required i
n the research investigation. It is th
tual framework? e researcher’s “map” in pursuing th
e investigation.

https://www.scribbr.com/methodology/quantitative-
research/
33
 • “sets the stage” for the presentation of
the particular research question that dr
ives the investigation being reported b
ased on the problem statement. The pr
oblem statement of a thesis presents t
he context and the issues that caused t
he researcher to conduct the study.
What is a concep • The conceptual framework lies within a
much broader framework called theore
tual framework? tical framework. The latter draws supp
ort from time-tested theories that em
body the findings of many researchers
on why and how a particular phenome
non occurs.

https://www.scribbr.com/methodology/quantitative-
research/
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 Art Design
Web Design
Programming
Publishing
Consultant
Management

Succeeded to extend
our territory.
Sales Chart

One of the examples of

Conceptual Framework

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 Where does the conceptual
framework fit in quantitative?
 Research problem:
 Paradigm:
 Aims and objectives:
 Literature review:
 Conceptual framework:
 Research questions:
 Data collection and analysis:
 Interpretation of the results:
 Evaluation of the research:
The issue of theoretical or practical interest.
The philosophical assumptions about the nature
of the world and how we understand it -
positivism.
What we want to know and how the answer may
be built up.
A critical and evaluative review of the
thoughts and experiences of others.
Provides the structure/content for the whole
study based on literature and personal
experience
Specific questions that require answers.
Methodology, methods and analysis.
Making sense of the results.
Revisit conceptual framework.
Kerangka Konsep dalam Penyelidikan Kuantitatif
Hawthorne Experiment 1927-1932 by  Elton Mayo

Independent Variable Dependent Variable

(Pembolehubah Bebas) (Pembolehubah
Bersandar)
Salary

Illumination

Physical Condition Productivity Efficiency

Employee’s Satisfaction

Social Environment

37
 Where does the conceptual
framework fit in qualitative?
 Research problem: The issue of theoretical or practical interest.

 Paradigm: The philosophical assumptions about the

nature of the world and how we understand
it – e.g. interpretivism.
 Aims and objectives: What we want to know and how the
answer may be built up.
 Literature review: A critical and evaluative review of the
thoughts and experiences of others.
 Research questions: Specific questions that require answers.
 Data collection and analysis: Methodology, methods and analysis.
 Interpretation of the results: Conceptual framework develops as
participants’ views and issues are gathered
and analysed.
 Evaluation of the research Revisit concept of framework
 Kerangka Konsep dalam Penyelidikan Kualitatif
Pengajaran Seni Berkualiti

Pengetahuan ICON Refleksiviti

Ilmu pengetahuan Reflection-for-action
Ilmu Pengetahuan Pedagogi Reflection-in-action
ICON ICON Reflection-for-action

Kemahiran Pengajaran Pengajaran

Kemahiran Seni Seni Berkua Teknik
Kemahiran Mengajar Kaedah
ICON liti ICON Strategi
Pendekatan

Peribadi Persekitaran
ICON
Personaliti Dalaman
Minat yang tinggi Luaran
Sikap yang positif

39
 Kaedah Pengumpulan Data
Kuantitatif dan Kualitatif

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Te

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Pe

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Jenis, jenis interview, kaedah yang sesuai, kekuatan dan kelemahan,

Prof. Dr. Nasir | UPSI 40

 Temu bual
Jenis-jenis temu bual

Contingency Management

Ouchi’s Theory Z (1981)

• Want to enter into partnerships with their employer and colleagues.
• Strong desire for connection. Requires a safe working environment a
• Behavior is a function of its consequences. What people do,
nd the right facilities. The possibility for development and training. how they behave is related in a predictable way. For e.g. if a
• Expect reciprocity and support from their organisation. A work-life b n action is followed by a positive consequence (positive for t
alance important and want to maintain this. Family, culture and tra hat person), then the individual is likely to repeat that actio
ditions are therefore just as important as working conditions. n. Vice versa.
• Employees trust that they can carry out their work properly with the ri
ght support from management.
Prof. Dr. Md. Nasir Ibrahim 41
Thank You for being attent
ive!
Any Questions?
Contact Me!
Faculty of Art, Computing and Creative Industry,
Universiti Pendidikan Sultan Idris,
35900 Tanjong Malim, Perak,
MALAYSIA

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bistarian@mail.com +6011 3350 1941

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