“Potential
“Potential
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task”
(P
(Pow
ower
ers,
s, 19
1985
85:3
:38).
8).
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do”
(Kerlinger,1986:17).
(Kerlinger,1986:17).
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This is the most crucial step
This is the most crucial step
“Confusion is often but a step towards clarity”
“Confusion is often but a step towards clarity”
Most research in the humanities revolves around fo
Most research in the humanities revolves around four “P”
ur “P”
s.
s.
select a topic that really interest youselect a topic that really interest you
about itsabout its
select a topic that is of relevance to you as aselect a topic that is of relevance to you as a
Interest: Interest: Magnitude:
Magnitude: researcher should have sufficient knowledge researcher should have sufficient knowledge aboutabout the research process to be able to visualise the work involved in the research process to be able to visualise the work involved in completing the proposed the study.
completing the proposed the study. Measurement of concepts:
Measurement of concepts: make sure you are clear make sure you are clear indicators and their measurement.
indicators and their measurement. Level of expertise:
Level of expertise: make sure you have an adequate level ofmake sure you have an adequate level of expertise for the task you are proposing.
expertise for the task you are proposing. Relevance :
Relevance : professional. professional.
Availability of data :
Availability of data : before finalizing your topic make sure yourbefore finalizing your topic make sure your secondary data are available.
secondary data are available. Ethical issues:
Ethical issues: how the ethical issues can affect how the ethical issues can affect the studythe study
population and how ethical problems can be overcome should be population and how ethical problems can be overcome should be thoroughly examined at the problem formulation stage.
In choosing a research problem, the In choosing a research problem, the two crucial determinants totwo crucial determinants to
keep in mind are: keep in mind are:
your academic/professional your academic/professional
a sub-area or areas in which you
a sub-area or areas in which you would like towould like to
Your interest
Your interest in the subject area; andin the subject area; and
anageability
anageabilityof the study within you own constraintsof the study within you own constraints Steps
Steps
Identify
Identify broad area of interest in broad area of interest in field
field
Dissect
Dissect the broad area into sub-areasthe broad area into sub-areas Select
Select
conduct your research conduct your research
Raise research questions
Raise research questions that you would like to answerthat you would like to answer through your study
through your study
Formulate objectives Formulate objectives Assess Assess Double check Double check
Objectives are the goals you set to attain in
Objectives are the goals you set to attain in your studyyour study Objectives should be listed under two headings:
Objectives should be listed under two headings: •
•Main objectives and sub-objectivesMain objectives and sub-objectives
study study
that you that you want to investigate within the main framework of your study. want to investigate within the main framework of your study.
The formulation of objectives The formulation of objectives
The main objective
The main objective is an overall statement of the thrust is an overall statement of the thrust of yourof your The
Some examples:
Some examples:
To find out the number of
To find out the number of children living
children living below the
below the
poverty line
poverty line in Sri Lanka
in Sri Lanka
To ascertain the impact of
To ascertain the impact of immigration on
immigration on family
family
roles
roles among
among immigrants
immigrants
To measure the effectiveness
To measure the
effectiveness of a retraining
of a retraining
program designed to help
In the process of formulating a research problem there are twoIn the process of formulating a research problem there are two
important
important considerationconsiderations:s:
Concepts should be operationalized in measurable termsConcepts should be operationalized in measurable terms
The differThe difference beence betweetween a concen a concept and a varpt and a variableiable-- MeasMeasuraburability iility is thes the
main difference between a concept and a variable main difference between a concept and a variable
C
Coonncceeppt t VVaarriiaabbllee Eff
Effectiveness ectiveness Gender Gender (male/female)(male/female) Satisfaction
Satisfaction Age Age (years, (years, months)months) Impact
Impact Income (Rs. Income (Rs. Per Per yearyear, , month)month)
Excellent Height
Excellent Height
Rich
Rich Religion (Buddhist, Religion (Buddhist, Hindu,Hindu, Islam etc)
Islam etc) Domestic violence
Domestic violence
Extent and pattern of alcohol Extent and pattern of alcohol consumption
consumption
Subjective impression Subjective impression
No uniformity as to its understanding No uniformity as to its understanding among different people as such cannot among different people as such cannot
Measurable through the degree of Measurable through the degree of precision varies from scale to scale a precision varies from scale to scale andnd variable to variable
variable to variable The use of concepts and
C
Coonncceepptts s IInnddiiccaattoorrs s VVaarriiaabblleess
R
Riicch h aa.. IInnccoommee b
b.. AAsssseettss
Income per year Income per year T
Total value of otal value of assetsassets (movable and (movable and immovable) immovable) a a.. RRss. 1. 10000,,000000>> b b.. RRss. 2. 25500,,00000000>> High academic High academic achievement achievement a
a.. AAvveerraagge e mmaarrkkss obtained in obtained in examinations examinations b
b.. AAvveerraagge me maarrkkss obtained in practical obtained in practical work
work
cc.. AAggggrreeggaatte e mmaarrkkss
Percent
Percentage of age of marksmarks Percent
Percentage of age of marksmarks Percent
Percentage of age of marksmarks
If >75% If >75% If >75 If >75 If >80 If >80 Eff
Effectiveness (of a ectiveness (of a healthhealth program)
program)
a
a.. NNuummbbeer or of pf paatitieennttss b b.. CChhaannggees s iinn morbidity morbidity cc.. CChhaannggees s iinn mortality mortality d d.. CChhaannggees s iinn nutritional status nutritional status % of patients serviced in % of patients serviced in a year/month a year/month Changes in morbidity Changes in morbidity rate rate Changes in morbidity Changes in morbidity typology typology
Whether the difference Whether the difference in before and after levels in before and after levels is statistically significant is statistically significant Or Or Point prevalence Point prevalence increase or decrease in increase or decrease in each variable as decided each variable as decided by the researcher or by the researcher or other experts
Reasons for reviewing the literature
Reasons for reviewing the literature
1.
1.
Bring clarity and focus to your research problem
Bring clarity and focus to your research problem
2.
2.
Improve your methodology
Improve your methodology
3.
3.
Broaden your knowledge base in your research area
Broaden your knowledge base in your research area
Procedure for reviewing the literature
Procedure for reviewing the literature
Search for existing literature
Search for existing literature
Review the literature selected
Review the literature selected
Develop a theoretical framework
Develop a theoretical framework
