PR1

• Elements of a Research Title

  • Aim (Purpose)
  • Topic (Subject Matter)
  • Place (Locale)
  • Period (Time duration)
  • Population or Respondents
• Aim (Purpose)


  It answers the question, "why do I want to conduct this study?" A problem statement should imply the purpose of conducting the study.
• Topic (Subject Matter)


  It answers the question, what do I want to study about?" The problem statement should contain the topic of interest of the researcher.
• Place (Locale)


  It answers the question, "where do I conduct the study?" The problem statement should imply where the particular study will be undertaken.
• Period (Time duration)


  It answers the question, "how long will it take for me to finish the study?" This implies the time allotted for the researcher to finish his/her study.
• Population or Respondents


  It answers the question, "from whom will my data come from or be collected?" The population or the respondents of the study should also be implied in a research problem statement.
• Purpose of the Study

  It adds another piece of the puzzle in your background of the study and completes it. It is the core idea behind your research, it is very important to capture it well. It is usually written in a paragraph.
• According to Creswell (2014, p.124), in qualitative researches the purpose statement encapsulates the central phenomenon being investigated in your study, the target research participants the research site.
• Scope and Delimitation


  • Scope (Range of topics)
  • Delimitations (Limitations)
• Scope (Range of topics)


  The scope of a study explains the extent to which the research area will be explored in the work and specifies the parameters within which the study will be operating.
• Delimitations (Limitations)


  Characteristics that limit the scope and describe the boundaries of the study, such as the sample size, geographical location or setting in which the study takes place, population traits, etc. Additionally, the researcher might also choose to use some research tools and methodologies to collect data but not others. These delimitations might be imposed for practical reasons such as lack of time or financial resources to carry out a more thorough investigation. The delimitation section of the study should explain why specific choices were made while others were excluded and how this might affect the outcome of the research.
• Types of Sources


  • General
  • Primary
  • Secondary
  • Tertiary
• General


  Sources that are first accessed by researchers to give them information about other sources such as research articles, professional journals, books, monographs, conference proceedings, and similar documents. The Current Index of Journals in Education is an example of this source.
• Primary


  Provide first-hand information about experts' and other researchers' publication. These publications contain findings that are directly communicated to the readers and interested parties. Author's information for future correspondences may also be found in these publications. Examples of this kind include academic and research journals published by universities and learned organizations.
• Secondary


  Written by authors that describe another researcher's works. These materials or documents may contain only summaries or interpretations of the research reports rather than a complete description of them. Good secondary sources are articles on meta-analysis of studies conducted in a period of time because they can provide research gaps and over-studied areas of a research field. Secondary sources include textbooks, single-authored books, and books edited by different authors with each contributing to a collection of chapters on a single topic.
• Tertiary


  Books and articles based on secondary sources. It synthesizes and explains the work of others.
• Parts of an RRL

  • INTRODUCTION
  • BODY
  • SYNTHESIS
  • BIBLIOGRAPHY
• INTRODUCTION


  Discusses briefly the research problem and the significance of the study. Present the organization of the discussion of the claims and arguments of experts and researchers aligned with the topic of interest.
• BODY


  Contains a narrative of relevant ideas and findings found in the reports of other researchers. It is not listing of ideas you get from the internet but an organized thought ideas of every sources.
• SYNTHESIS


  Ties together the main ideas revealed in the review of related literature. Presents an overall picture of what was established up to the present, and perhaps how the review can support the development and conduct of the research. Explains why the review is relevant and helpful to the present research.
• BIBLIOGRAPHY


  Contains the full bibliographic information of all the sources mentioned in the review. Information list is needed in building the references section of the research report.
• Types of Plagiarism


  • Clone
  • Ctrl+C (copy-paste)
  • Find-replace
  • Remix
  • Recycle
  • Hybrid
  • Mashup
  • 404 error
  • Aggregator
  • Re-tweet
• Clone


  The act of submitting another's work, word-for-word, as one's own.
• Ctrl+C (copy-paste)


  The act of writing a study that contains significant portions of text from a single source without alterations.
• Find-replace


  The act of changing key words and phrases but retaining the essential content of the source in a paper.
• Remix


  The act of paraphrasing from other sources and making the content fit together seamlessly.
• Recycle


  The act of borrowing generously from one's own previous work without citation. This is also called self-plagiarism.
• Hybrid


  The act of combining perfectly-cited sources with copied passages-without citation-in one paper.
• Mashup


  The act of mixing copied materials from several different sources without proper citation.
• 404 error


  The act of including nonexistent citations or inaccurate information about sources.
• Aggregator


  The act of including proper citations but containing almost no original work.
• Re-tweet


  The act of including proper citation but relying too closely on the text's original wording and/or structure.
• Sampling Procedures


  • Convenience Sampling
  • Theoretical Sampling
  • Purposive Sampling (Judgmental)
  • Snowball Sampling (Friend of a Friend)
  • Extreme or Deviant Case Sampling
  • Intensity
  • Maximum Variation Sampling
  • Homogeneous
  • Typical Case
  • Stratified Purposeful
  • Critical Case Sampling
  • Key Informant Sampling
  • Criterion
  • Confirming or Disconfirming
  • Random Purposeful
  • Volunteer Sampling
• Convenience Sampling


  Individuals believed to be representative of the population from which they are selected, but chosen because they are close at hand. Saves time, money, and effort, but it is the least rigorous technique.
• Theoretical Sampling


  Used when researcher is focused on theory. Process for generating theory, whereby the analysis jointly.
• Purposive Sampling (Judgmental)


  Handpick individuals from the population that appears to them to be representative of that population based on researcher's knowledge and judgement.
• Snowball Sampling (Friend of a Friend)


  Initially contract few respondents whether they know anybody with same characteristics.
• Extreme or Deviant Case Sampling


  Get respondent different from others. Learning highly unusual manifestation.
• Intensity


  Information rich cases that manifest phenomenally intensely not extremely. Gather student below or above average.
• Maximum Variation Sampling


  Purposely wide range of variation on dimensions of interest to obtain into about the significance of various circumstances.