Transcript RESEARCH METHODOLOGY

What is Research Methodology?

Research
can
be
seen
as
a
systematic inquiry that uses logical
scientific
methods
to
answer
question or solve problem.

Research
is
a
systematic
investigation to establish facts, to
search knowledge about something.
CHARACTERISTICS OF RESEARCH
Research is a process of collecting, analyzing
and
interpreting
information
to
answer
questions. But to qualify as research, the
process must have certain characteristics: it
must be
1.
Controlled- to set up one’s study in a way
that minimizes the effects of other factors
affecting the relationship.
2. Rigorous-you must be scrupulous in ensuring that
the
procedures
followed
to
find
answers
to
questions are relevant, appropriate and justified.
3.
Systematic-this
implies
that
the
procedure
adopted to undertake an investigation follow a
certain logical sequence.
4. Valid and verifiable- this concept implies that
whatever you conclude on the basis of your findings
is correct and can be verified by you and others.
5. Empirical-this means that any conclusion
drawn are based upon hard evidence gathered
from
information
collected
from
real
life
experiences or observations.
6. Critical- critical scrutiny of the procedures
used and the methods employed is crucial to a
research enquiry. The process of investigation
must be foolproof and free from drawbacks.
The process adopted and the procedures used
must be able to withstand critical scrutiny.
IMPLICATIONS OF RESEARCH PROCESS
When we say that we undertake a research
study to find answers to a question, we imply
that the process;
 is
being undertaken within a framework of
a set of philosophies ( approaches);

uses procedures, methods and techniques
that have been tested for their validity and
reliability;

is designed to be unbiased and objective .
PHILOSOPHIES means approaches e.g.
qualitative, quantitative and the academic

discipline in which you have been trained.
VALIDITY means that correct procedures
have been applied to find answers to a

question.
RELIABILITY refers to the quality of a
measurement
procedure
that provides

repeatability and accuracy.

UNBIASED
AND
OBJECTIVE
means
that you have taken each step in an
unbiased
manner
and
drawn
each
conclusion to the best of your ability
and without introducing your own vested
interest.

BIAS is a deliberate attempt to either
conceal or highlight something.
TYPES OF RESEARCH
Research can be classified from three perspectives:
1. APPLICATION OF RESEARCH STUDY
2.OBJECTIVES IN UNDERTAKING THE RESEARCH
3. INQUIRY MODE EMPLOYED
APPLICATION OF RESEARCH STUDY :
From the point of view of application, there are
two
broad
categories
of
research:-PURE
RESEARCH AND APPLIED RESEARCH.
1.
PURE RESEARCH involves developing and
testing
theories
and
hypotheses
that
are
intellectually challenging to the researcher but
may or may not have practical application at
the present time or in the future.

The knowledge produced through pure
research is sought in order to add to the
existing body of research methods.
2. APPLIED RESEARCH is done to solve
specific,
practical
questions;
for
policy
formulation, administration and understanding
of a phenomenon.

It
can
be
exploratory,
but
is
usually
descriptive.

It is almost always done on the basis of
basic research.
OBJECTIVES IN UNDERTAKING THE RESEARCH
DESCRIPTIVE RESEARCH attempts to describe
systematically a situation, problem, phenomenon,
service or programme, or provides information
about
living
condition
of
a
community,
or
describes attitudes towards an issue.
CORRELATIONAL RESEARCH attempts to discover
or establish the existence of a relationship/
interdependence between two or more aspects of
a situation.
EXPLANATORY RESEARCH attempts to clarify why
and how there is a relationship between two or
more aspects of a situation or phenomenon.
EXPLORATORY
RESEARCH
is
undertaken
to
explore an area where little is known or to
investigate
the
possibilities
of
undertaking
a
particular research study (feasibility study / pilot
study).

In practice most studies are a combination of
the first three categories.
INQUIRY MODE EMPLOYED
From
the
process
adopted
to
find
answer to research questions – the two
approaches are: - Structured approach
and - Unstructured approach
 The
structured approach to inquiry is
usually
research.
classified
as
quantitative

In this method, everything that forms the
research process- objectives, design, sample,
and the questions that you plan to ask of
respondents- is predetermined.

It is more appropriate to determine the extent
of
a
problem,
issue
quantifying the variation.
or
phenomenon
by

e.g. How many people have a particular
problem?

How many people hold a particular attitude?
Unstructured
approach:
The
unstructured
approach to inquiry is usually classified as
qualitative research.
 It
a
is more appropriate to explore the nature of
problem,
quantifying it.
issue
or
phenomenon
without
 The
main objective is to describe the
variation in a phenomenon, situation or
attitude e,g.

description of an observed situation,

the historical account of events,

an account of different opinions different
people have about an issue,

description of working condition in a
particular industry.
FOUR MAJOR TYPES OF QUALITATIVE RESEARCH

PHENOMENOLOGY,

ETHNOGRAPHY,

GROUNDED THEORY AND

CASE STUDY
Phenomenology i.e. the descriptive study of
how individuals experience a phenomenon.

The researcher tries to gain access to
individuals' life-worlds, which is their world of
experience; it is where consciousness exists.

Conducting in-depth interviews is a common
method for gaining access to individuals' lifeworlds.

Ethnography i.e., the discovery and
description of the culture of a group
of people.

Culture is the system of
shared
beliefs, values, practices, language,
norms, rituals, and material things
that
group
members
understand their world.
use
to

One can study micro cultures (e.g.,
corporate culture) as well as macro
cultures
(e.g.,
such
as
the
South
/African culture).

Case study research – is a form of
qualitative research that is focused
on providing a detailed account of one
or more cases.

Grounded theory – is a qualitative
approach to generate and develop a
theory
from
the
data
that
the
researcher collects.

Historical research – research about
events that occurred in the past.
THE RESEARCH PROCESS
Steps in Research Process:
1. Formulating the Research Problem
2. Literature Review
3. Developing the objectives
4.Research
Methodology
Sample Design
including
5. Methods of Data Collection
6. Methods of Data Analysis
7. Generalisation and Interpretation
8.
Preparation
of
the
Report
or
Presentation of Results-Formal write
ups of conclusions reached.
STEP1. FORMULATING THE
RESEARCH PROBLEM:
 Main
function is to decide what you
want
to
find
out
about.
Steps
in
formulation of a research problem
1. Identify a broad field or subject area
of interest
2. Dissect the broad area into sub areas
3. Select what is of most interest
4. Raise research questions
5. Formulate objectives
6. Assess your objectives
The impact of high labour turnover:
the case study of UZ
SOURCES OF RESEARCH PROBLEMS
Research in social sciences revolves
around four Ps:
• PEOPLE- a group of individuals
• PROBLEMS- examine the existence of
certain issues or problems relating to
their lives; to ascertain attitude of a
group of people towards an issue
PROGRAMS- to evaluate the effectiveness
of an intervention
PHENOMENA- to establish the existence
of a regularity.
In practice most research studies are
based upon at least a combination of two
Ps.
TWO ASPECTS OF RESEARCH
Every
research
study
has
two
aspects:
1.
STUDY
POPULATION-
People:
individuals,
organizations,
groups,
communities (they provide you with
the information or you
information about them)
collect
2. SUBJECT AREA•
Problems:
issues,
situations,
associations, needs, profiles
•
Program:
outcomes,
content,
attributes,
structure,
satisfactions,
consumers, service providers, etc.
•Phenomenon: cause-and-effect relationships,
the study of a phenomenon itself (Information
that you need to collect to find answers to
your research questions)
CONSIDERATIONS IN SELECTING A RESEARCH
PROBLEM:
These help to ensure that your study will
remain manageable and that you will
remain motivated.
1. Interest: One should select topic of
great interest to sustain the required
motivation.
2. Magnitude: It is extremely important to
select a topic that you can manage
within the time and resources at your
disposal. Narrow the topic down to
something
manageable,
specific
and
clear.
3. Measurement of concepts: Make sure
that you are clear about the indicators
and measurement of concepts (if used)
in your study.
4. Level of expertise: Make sure that you
have adequate level of expertise for the
task you are proposing.
5. Relevance: Ensure that your study adds
to the existing body of knowledge, bridges
current
gaps
formulation.
and
is
useful
in
policy
6. Availability of data: Before finalizing the
topic, make sure that data is available.
7. Ethical issues: How ethical issues can
affect
the
study
population
and
how
ethical problems can be overcome should
be thoroughly examined at the problem
formulating stage.
STEP 2. REVIEWING THE LITERATURE:
-Literature review is an integral part
of entire research process and makes
valuable
contribution
to
every
operational step- Its functions are:
1. BRING CLARITY AND FOCUS TO YOUR
RESEARCH PROBLEM

Assist in understanding the subject area
better

Helps in conceptualizing research problem
clearly and precisely.

Helps
to
understand
the
relationship
between your research problem and the body
of knowledge in the area.
2. IMPROVE YOUR METHODOLOGY:

A literature review tells you if others have used
procedures and methods similar to the ones that
you are proposing, which procedures and methods
have worked well for them, and what problems they
have faced with them.

Thus you will be better positioned to select a
methodology that is capable of providing valid
answer to your research questions.
C. BROADEN KNOWLEDGE BASE IN YOUR
RESEARCH AREA
 It
ensures thorough reading around
the subject area in which you intend
to conduct your research study.
 It
also
helps
the
researcher
to
understand how the findings of his/her
study fit into the existing body of
knowledge.
D. CONTEXTUALISE YOUR FINDINGS:
 Compare
your
findings
systematically
with those made by others.
 Quote
from these studies to show how
your findings contradict, confirm or add to
them.
It
places
your
findings
in
context of what others have found out.
the
THE LITERATURE REVIEW PROCEDURE
i) Search for existing literature in your
area of study;
ii) Review the literature selected;
iii) Develop a theoretical framework;
iv) Develop a conceptual framework.
THE BIBLIOGRAPHY
The bibliography should give a clear,
complete description of the sources
that were used while preparing the
report. It is an alphabetical list as per
the author’s surname.
1. For a Book

Surname of author, name or two initials, Title
taken from title page-underlined or in italics,
Edition, place of publication, publishers, date
on title page or copyright date.
e.g. Kothari, C.R. (1989) Research Methods-
Methods and Techniques. New Delhi: Wiley
Eastern
Limited,4835/24
Daryaganj, New Delhi 110 006.
Ansari
Road,
STEP 3 THE FORMULATION OF
OBJECTIVES
 Objectives
are the goals you set out
to attain in your study.
 They
inform a reader what you want
to attain through the study.
 Objectives
should be listed under
two headings: main objectives( aims)
and sub-objectives.

The
main
objective
is
an
overall
statement of the thrust of your study. It is
also a statement of the main associations
and
relationships
that
you
seek
to
discover or establish.

The
sub-objectives
are
the
specific
aspects of the topic that you want to
investigate within the main framework of
your study.
TOPIC: The effect of high labour turnover in
UZ’s image
THE MAIN OBJECTIVE

To establish the degree to which high labour
turnover
affect
University
of
Zululand’s
image.
SUB OBJECTIVES

To
establish
the
link
between
staff
compensation and working conditions
 To establish the degree to which employees
are treated
-The sub-objectives should be numerically
listed.
1.
Wording should clearly, completely and
specifically communicate your intention to
your readers.
2.
Each objective should contain only one
aspect of the Study.
3.
Use action oriented words or verbs when
writing objectives.

The objectives should start with
words such as
 to
determine
 to
find out
 to
ascertain
 to
measure
 to
explore etc.
The wording of objectives determines the type of
research
(descriptive,
correlational
and
experimental) and the type of research design you
need to adopt to achieve them .e.g.

DESCRIPTIVE STUDIES:
-To describe the impact of high labour turnover in
organizational image.
-To find out the opinion of the employees about the
high labour turnover

CORRELATINAL STUDIES:
-To
ascertain
the
impact of
high labour
turnover in organisational image.
-To compare the effectivenesss of different
HRM programmes in retaining skilled workers

HYPOTHESIS
Hypothesis is an assumption, or an idea about
a phenomenon, relationship or situation, the
reality or truth of which you do not know.
HOW TO PHRASE THE HYPOTHESIS
The more the organisation experience high
labour turnover, the greater the chance of the
organization's image affected negatively.

HYPOTHESIS –TESTING STUDIES:
-To ascertain if an increase in high labour
turnover
will
negatively.
affect
organisational
image
CHARACTERISTICS OF OBJECTIVES

Clear

Complete

Specific
STEP 4. PREPARING THE RESEARCH
DESIGN

Research
design
is
the
conceptual
structure within which research would
be conducted.
 The
function of research design is to
provide for the collection of relevant
information with minimal expenditure of
effort, time and money.
The
preparation
of
research
design,
appropriate for a particular research problem,
involves the consideration of the following :
1. Objectives of the research study.
2. Method of Data Collection
3. Source of information—Sample Design
4. Tool for Data collection
5. Data Analysis-- qualitative and quantitative
1. OBJECTIVES OF THE RESEARCH STUDY:
Objectives
identified
to
answer
the
research questions have to be listed
making sure that they are:
a) numbered, and
b) statement begins with an action verb.
2. METHODS OF DATA COLLECTION:
There are two types of data
 Primary
Data— collected for the first
time
 Secondary
Data—those
which
have
already been collected and analysed by
someone else.
METHODS OF PRIMARY DATA COLLECTION
1. OBSERVATION METHOD:
 It
is the gathering of primary data by
investigator’s own direct observation of
relevant people, actions and situations
without asking from the respondent.
TYPES OF OBSERVATION
1. Structured – for descriptive research
2. Unstructured—for exploratory research
3. Participant Observation
4. Non- participant observation
5. Disguised observation
Limitations:-
feelings,
beliefs
and
attitudes that motivate behaviour and
infrequent
observed
behaviour
cannot
be
2. SURVEY METHOD
 An
approach
most
suited
for
gathering
descriptive information.

Structured Surveys: use formal lists of
questions asked of all respondents in the
same way.

Unstructured Surveys: let the interviewer
probe respondents and guide the interview
according to their answers.
 Survey
research may be Direct or
Indirect.
 Direct
Approach:
-The researcher asks direct questions
about behaviours and thoughts
 e.g.
Why do you call senior people if
you
have
fail
to
submit
your
assignment?
 Indirect
Approach: The researcher
might ask: “What kind of students are
likely to complain?”
ADVANTAGES:
-can be used to collect different kinds of
information
-Quick and low cost as compared to
observation and experimental method.
LIMITATIONS:
-Respondent’s
reluctance
to
answer
questions asked by unknown interviewers
about things they consider private.
-unable
to
answer
because
they
cannot remember or never gave a
thought to what they do and why
-may answer in order to look smart or
well informed.
CONTACT METHODS
Information may be collected by
 Mail
 Telephone
 Personal interview

TELEPHONE INTERVIEWING:
- quick method
- more flexible as interviewer can explain
questions not understood by the respondent
- depending on respondent’s answer they can
skip some Qs and probe more on others
- allows greater sample control
- response rate tends to be higher than mail
DRAWBACKS:

Cost per respondent higher

Some people may not want to
discuss
personal
interviewer
Qs
with

Interviewer’s manner of speaking may
affect the respondent’s answers

Different
interviewers
may
interpret
and record response in a variety of ways

Under time pressure ,data may be
entered without actually interviewing
MAIL QUESTIONNAIRES:
Advantages:
-can be used to collect large amounts of
information at a low cost per respondent.
-respondents
may
give
more
honest
answers to personal questions on a mail
questionnaire
-no
interviewer
is
involved
to
bias
the
respondent’s answers.
-convenient for respondent’s who can answer
when they have time
- good way to reach people who often travel
Limitations:
-not flexible
-take longer to complete than telephone
or personal interview
-response rate is often very low
- researcher has no control over who
answers.
PERSONAL INTERVIEWING:

It is very flexible and can be used to collect
large amounts of information.

Trained
interviewers
can
hold
the
respondent’s attention and are available to
clarify difficult questions.

They can guide interviews, explore issues,
and probe as the situation requires.

Personal interview can be used in any type
of questionnaire and can be conducted fairly
quickly.

Interviewers can also show actual products,
advertisements, packages and observe and
record their reactions and behaviour.
FOCUS GROUP INTERVIEWING:
It
is rapidly becoming one of the
major research tool to understand
people’s thoughts and feelings.
It
is usually conducted by inviting
six to ten people.
The
moderator needs objectivity,
knowledge of the subject.
The
moderator starts with a broad
question before moving to more
specific issues, encouraging open
and easy discussion to bring out
true feelings and thoughts.
 At
the same time, the interviewer
focuses the discussion, hence the
name focus group interviewing.

Often held to help determine the
subject areas on which questions
should be asked in a later, large-scale,
structured-direct interview
 Comments
are
recorded
through
note taking or videotaped and studied
later to understand consumer’ buying
process.
DRAWBACKS:
-Cost: may cost more than telephone
survey
-Sampling:
group
interview
studies
keep small sample size to keep time
and cost down, therefore it may be
difficult
to
generalize
results.
- Interviewer bias.
from
the
DETERMINING SAMPLE DESIGN
A
Sample is a segment of the population
selected to represent the population as a
whole.
 The
sample should be representative and
allow the researcher to make accurate
estimates of the thoughts and behaviour
of the larger population.

Sampling is taking any portion of a
population
or
universe
as
representative of that population or
universe

Sampling is the process by which
this part is chosen
SAMPLING CONCEPTS AND TERMINOLOGIES

POPULATION
Is the collection of all individuals,
families,
events
group,
that
we
organisations
are
interested
and
in
finding out about. For example, all
adult population of South Africa aged
60 and above

TARGET POPULATION
Is
the
population
to
which
the
researcher would like to generalise
his/her results.
SAMPLING UNIT
That element or sets of elements
considered
for
selection
stage of sampling.
in
some
SAMPLING FRAME

The actual list of sampling units
from which the sample, or stage of
the sample is selected.

It is simply a list of study population
CHOOSING THE SAMPLE

Sample members may be chosen at
random from the entire population
(probability sample)

The researcher might select people
who are easier to obtain information
from (non-probability sample)
PROBABILITY SAMPLING

SIMPLE RANDOM SAMPLE
Every member of the population has a
known and equal chance of being
selected.
An
example
of
random
sampling is to put all names of the
population in a hat and draw the
desired number of sample units.

SYSTEMATIC SAMPLING- is similar
to a simple random sampling method
but requires having a list of
the
population arranged in a numerical
order.
For
example
member will be selected.
every
tenth
STRATIFIED RANDOM SAMPLE

Population is divided into mutually exclusive
groups such as age groups and random
samples are drawn from each group.

It
involves
represents
getting
a
ratio
a
of
sample
the
that
also
population,
according to the chosen characteristics.

For example, demographics variables (age,
gender, location) as strata.
Cluster(area)sample:
The
population
is
divided
into
mutually exclusive groups such as
blocks, and the researcher draws a
sample of the group to interview.
NON-PROBABILITY SAMPLES
CONVENIENCE SAMPLE:
The researcher selects the easiest population
members from which to obtain information.
PURPOSIVE SAMPLEsubjects are chosen because they possess
certain
characteristics
or
some
knowledge
researcher is interested in, i.e. community
leaders, journalists etc
Judgment sample: The researcher uses
his/her judgment to select population
members who are good prospects for
accurate information.
Quota sample: The researcher finds and
interviews
a
prescribed
number
people in each of several categories.
of
TOOL FOR DATA COLLECTION (RESEARCH
INSTRUMENTS)
QUESTIONNAIRES
A questionnaire is a self-report data
collection instrument that is filled out
by research participants.
QUESTIONNAIRE CONSTRUCTION.
1. Make sure the questionnaire items
match research objectives.
2.Understand research participants.

Consider
cultural
the
demographic
characteristics
potential participants.
of
and
your
3: Use natural and familiar language.
4: Write items that are clear, precise, and
relatively short.
5:
Do
not
use
"leading"
or
"loaded"
questions.
-Leading questions lead the participant to
where you want him or her to be.
• Loaded questions include loaded
words (i.e., words that create an
emotional reaction or response by
your participants).
6: Avoid double-barreled questions.
e.g. Are you drinking and smoking?
7: Determine whether an open-ended
or a closed ended question is needed.

Open-ended
questions
provide
qualitative data in the participants'
own words.
e.g. How can public relations improve
the image of your company?

Closed-ended
quantitative
questions
data
based
provide
on
researcher's response categories.
the
8:
Use
mutually
exclusive
and
exhaustive response categories for
closed-ended questions.

Mutually
exclusive
categories
do
not overlap (e.g., ages 0-10, 10-20, 2030 are NOT mutually exclusive and
should be rewritten as less than 10,
10-19, 20-29, 30-39, ...).

Exhaustive
categories
include
all
possible responses (e.g., if you are
doing
a
national
survey
of
adult
citizens (i.e., 18 or older); then these
categories (18-19, 20-29, 30-39, 40-49,
50-59,
60-69)
are
NOT
exhaustive
because there is no where to put
someone who is 70 years old or older.
10: Consider the different types of
response
categories
available
for
closed-ended questionnaire items.
 Rating
scales
are
commonly used, including:
the
most
1.Numerical rating scales (where the
endpoints are anchored; sometimes the
center point or area is also labeled).
1
Very
Low
2
3
4
5
6
7
Very
High
2.Fully anchored rating scales (where
all
the
points
on
the
scale
are
anchored).
1
2
3
4
5
STRONGLY
AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY
DISAGREE
1
2
3
4
STRONGLY
AGREE
AGREE
DISAGREE
STRONGLY
DISAGREE
11. Develop a questionnaire that is easy
for the participant to use.

The participant must not get confused or
lost anywhere in the questionnaire.

Make sure that the directions are clear
and that any filter questions used are easy
to follow.
15. Always pilot test your questionnaire.

It helps to find some problems that you
have overlooked.

The best pilot tests are with people
similar to the ones to be included in your
research study.
STRENGTHS AND WEAKNESSES OF
QUESTIONNAIRES
STRENGTHS OF QUESTIONNAIRES

Good for measuring attitudes and eliciting
other content from research participants.

Inexpensive

Can provide information about participants’
internal meanings and ways of thinking.

Can administer to probability samples.

Quick turnaround.

Perceived anonymity by respondent may
be high.
WEAKNESSES OF QUESTIONNAIRES
• Must be kept short.
• Non-response to selective items.
• People filling out questionnaires may
not recall important information and
may lack self-awareness.
• Response rate may be low for mail
and email questionnaires.
•
Open-ended
items
may
reflect
differences in verbal ability, obscuring
the issues of interest.
•
Data
analysis
can
be
consuming for open-ended items.
time
STEP 5: RESEARCH ETHICS
-Collecting data through any of the methods may
involve some ethical issues in relation to the
participants and the researcher:

Those from whom information is collected or
those who are studied by a researcher become
participants of the study.

Anyone who collects information for a specific
purpose, adhering to the accepted code of conduct,
is a researcher
ETHICAL ISSUES CONCERNING RESEARCH
PARTICIPANTS
i)
COLLECTING INFORMATION:

Your
request
for
information
may
put
pressure or create anxiety on a respondent.
II) SEEKING CONSENT:

In every discipline it is considered unethical
to collect information without the knowledge
of
the
participant,
and
their
willingness and informed consent.
expressed
Informed consent implies that subjects
are made adequately aware of the type of
information you want from them,
 why
the information is being sought,
 what
 how
purpose it will be put to,
they are expected to participate in
the study, and
 how
them.
it will directly or indirectly affect
iii) PROVIDING INCENTIVES: Most people do
not
participate
in
a
study
because
of
incentives, but because they realize the
importance of the study.

Is
it
ethical
to
provide
incentives
to
respondents to share information with you
because they are giving their time?

Giving a present before data collection is
unethical.
iv)SEEKING SENSITIVE INFORMATION:
Certain types of
information can be
regarded as sensitive or confidential by
some people and thus an invasion to
their privacy, asking for such information
may upset or embarrass a respondent.
v) THE POSSIBILITY OF CAUSING HARM TO
PARTICIPANT:

When you collect data from respondents or
involve subjects in an experiment, you need
to
examine
carefully
whether
their
involvement is likely to harm them in any way.

Harm includes research that might include
hazardous experiments, discomfort, anxiety,
harassment,
invasion
of
privacy,
demeaning or dehumanizing procedures.
or
vi) MAINTAINING CONFIDENTIALITY
Sharing
information
about
a
respondent with others for purposes
other than research is unethical.
ETHICAL ISSUES RELATING TO THE
RESEARCHER
I)
AVOIDING BIAS
Bias is a deliberate attempt to either
hide what you have found in your study,
or highlight something disproportion ately to its true existence.
ii) PROVISION OR DEPRIVATION OF
A TREATMENT
Both
the
deprivation
provision
of
a
and
treatment/
intervention may pose an ethical
dilemma for you as a researcher.
III) USING INAPPROPRIATE
RESEARCH METHODOLOGY
It
is
unethical
to
use
a
method
or
procedure you know to be inappropriate
e.g.

selecting a highly biased sample

using an invalid instrument

drawing wrong conclusions.
iv) INCORRECT REPORTING

To report the findings in a way that
changes or slants them to serve your
own or someone else’s interest, is
unethical.
V)INAPPROPRIATE USE OF THE
INFORMATION
The use of information in a way that
directly or indirectly adversely affects
the respondents is unethical.
PROCESSING AND ANALYSING DATA
Qualitative Data Analysis Methods
This is a very personal process
with few rigid rules and procedures.
For this purpose, the researcher
needs to go through a process
called content analysis.
CONTENT ANALYSIS
Content Analysis means analysis of
the contents of an interview in order
to
identify
the
main
themes
that
emerge from the responses given by
the respondents.
This process involves a number of
steps:
1. Identify the main themes.
2.Assign codes to the main themes.
3.Classify
responses
under
the
main themes.
4.Integrate themes and responses
into the text of your report.
REPORTING THE FINDINGS
Written
Research
Project
Report
Format
TITLE PAGE
-Title of the Research Project,
-Name of the researcher,
-Purpose of the research project,
e.g. “A research project submitted
in
partial
fulfillment
of
the
requirements of Honours Degree in
Public Relations Management in the
Faculty of Arts in the Department
of
Communication
University of Zuluand”
-Date of Publication
Science
at
TABLE OF CONTENTS
Contents
Page No
INTRODUCTION/CHAPTER1:
CHAPTER 2: Theoretical Framework and Review of
Related Literature
3
CHAPTER 3: Research Design
30
CHAPTER 4: Data Analysis and Interpretation
35
CHAPTER 5: Summary and Con
70
SUGGESTIONS FURTHER RESEARCH-
75
REFERENCES/ BIBLIOGRAPHY
APPENDICES
APPENDIX I QUESTIONNAIRE
INTRODUCTION

This section introduces the research
setting out aims and objectives.

It includes a rationale for the research.
THEORETICAL FRAMEWORK AND REVIEW
OF LITERATURE
Review of the existing literature based
upon
a
theoretical
perspectives within the field.
perspective/
RESEARCH DESIGN/ METHODOLOGY
This section includes:
I.
Population
II.
Sampling method
III. Data
Collection Method
IV. Research
V.
Method
instrument/ tools
of
interpretation
data
analysis
and
DATA ANALYSIS AND INTERPRETATION

This section may contain tables,
graphs, pie charts and associated
statistics if you have conducted a
large quantitative survey.

If you have conducted a qualitative
piece of research this section may be
descriptive prose.
SUMMARY AND CONCLUSION
In this section you sum up your findings
and draw conclusions from them, perhaps
in relation to other research or literature.
RECOMMENDATIONS
A list of clear recommendations which
have been developed from the research is
included-
sometimes
this
section
included at the beginning of the report.
is
SUGGESTION FOR FURTHER RESEARCH

It is useful in both academic reports
and work-related reports to include a
section
which
shows
how
the
research can be continued.

For example, if the research raises
more questions or if the results are
inconclusive.
LIST OF REFERENCES /BIBLIOGRAPHY
- List of references contains details
only of those works cited in the text.
- A bibliography includes sources not
cited
in
the
text
but
relevant to the subject.
which
are
BOOKS
1.
Authors
surname
(alphabetically),
followed by their initials,
2.
Date of publication
3.
Title of book in italics
4.
Place of publication, Publisher.
e.g. Philip, T.E.; 1986, Modern Cookery for
Teaching
Longman.
and
Trade,
Mumbai,
Orient
JOURNAL ARTICLE
The
TITLE
of
the
article
appears
in
inverted commas and name of the journal
comes
in
italics,
followed
by
volume
number and pages of the article.
e.g. Philip, T.E.; “Influence of British Raj on
Indian Cuisine”; Journal of
Education; 5: 5-11
Hospitality