how to do your research presentation research methods ire2002y radhakrishnan
TRANSCRIPT
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How to do your research presentation
Research Methods IRE2002Y
Radhakrishnan
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Two elements of your research presentation
• Content
• Form
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Content of your research presentation
• Explain the logic of your Hypothesis
• Describe how you tested your Hypothesis
• Make logical inferences from research on your hypothesis
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• Why the variables in your hypothesis are related
OR
• Why the variables in your hypothesis are not related
Explaining the logic for/against your hypothesis
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How to explain why two things are related
1.Create a good general impression
2.Conceptualize parts
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• Create a good general impression via graphic or model
1st step to explaining why two things are related
Extraversion NV Skills+
Extraversion is related to non verbal skills
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How to explain why two things are related
1.√ Creating a good general impression
2.Conceptualize parts
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• Break down process/conceptualize parts– Give brief definition of each variable to
illustrate how they are connected– Illustrate an example of the process
• Cite empirical research
2nd step to explaining why two things are related
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Example: Brief definition & breaking down the process
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• Non-verbal Skills – E.g., Ability to perceive & interpret emotions
accurately
• Examples– e.g., ability to decode/encode
• tone of voice, • eye contact, • facial expressions
Example brief definition of first variable
cite previous research on measurement here
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• Extraversion– tendency to be frank, talkative, fun loving,
sociable across different types of situations & time
• Example items (from Goldberg IPIP)
– I am interested in people – I start conversations– I talk to a lot of different people at parties – I don't talk a lot.
Example brief definition of second variable
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Extraversion Social experiences+ NV Skills
+
Extraverts have better non verbal skills because they have more social experiences
Cite previous empirical/theoretical research on hypothesis here
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Social experiences
Practice old skills
Develop newSkills
+
+
More social experiences helps practice old skills or develop new skills
Cite previous empirical/theoretical research on hypothesis here
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Extraversion Social experiences
Practice old skills
NV Skills
Develop newSkills
+
+
++
+
• Extraverts have more social experiences which help them practice old skills or develop new skills which in turn improves NV skills
Cite previous empirical/theoretical research on hypothesis here
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Example of how to break down the process by giving an
illustration of the process by using an empirical study
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Goal Specificity & DifficultyPerformance
Specific & difficult goals improve performance
Cite previous empirical/theoretical research on hypothesis here
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Type of Goal
Specific & Difficult Goal
“Do your best” Goal
Performance High Low
• Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups
Describing the empirical Study (XX ??) demonstrating how specific & difficult
goals improve performance
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• Explaining how the research illustrates the relation between specific & difficult goals & performance
Do your bestgoals
•No external standard for Performance•Performance defined individually
Specific & Difficult Goals
Clear performance standard
Low Performance
Hi Performance
Cite previous empirical/theoretical research on hypothesis here
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• √ Why are the variables in your hypothesis are related
OR
• Why are the variables in your hypothesis not related
Explaining the logic for/against your hypothesis
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1. State relation/hypothesis
2. Identify reason for why variables are believed to be related
3. Identify limitations of reasoning for hypothesis
4. Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence
How to explain why variables are not related
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• State Hypothesis verbally & graphically– e.g., Participation results in more difficult goals
(cite previous empirical research here)
1st step to explain why variables are not related
Type of Goal
No Participation Easy
Participation Difficult
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• Identify reason for why variables are related
– Participation results in more difficult goals being set because supervisors do not know the abilities of subordinates (cite author of logic)
2nd step to explain why variables are not related
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Difficult goalsParticipation
Easy goalsNo Participation
Subordinate knows ownAbility
Supervisor does not know Subordinate Ability
Assumption of the original Hypothesis
=
=
Cite researcher who questions assumption here
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• Demonstrate limitations of reason behind why variables are related
– Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals
3rd step to explain why variables are not related
Cite researcher who questions assumption here
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3. Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence
– When supervisors know the abilities of subordinates, participation does not result in more difficult goals as shown in results of study x conducted by xx in xx....
3rd step to explain why variables are not related
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Easy goalsNo Participation
Difficult goalsNo Participation
Supervisor does not know Subordinate Ability
Supervisor knows Subordinate Ability
Explaining the reason for the counter Hypothesis
=
=
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Does Supervisor Know Subordinate Ability
Yes No
No Participation Difficult Easy
Participation Difficult Difficult
• Describing how the empirical research (xx, ??) supports the counter hypothesis
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What we covered so far...what’s next
√ Your Hypothesis
Describe how you tested your Hypothesis
Inferences from research on your hypothesis
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• Method – Participants– Measures – Procedure
• Results – Describe Data analytic techniques used– Graphs/Tables of results obtained
• explain how they support/do not support the hypothesis
Describe how you tested your Hypothesis
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Example Description of Participantsfrom Convenience Store Study
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Who was observed in each
store
• 1319 clerks– Mostly urban
stores– 44% male clerks
Descriptive title of the type of participants
Sample size, relevant demographic characteristics with frequencies/mean info where possible
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Response Rate
of Participants• 74% of women
participating in a women-only leadership development program
Descriptive title of the feature of the sample
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Demographic Characteristics of Participants
• Average Age=40 – Range=26-57
• 92% White
• Avg. Salary =~78K (SD= ~32k)
Sample size, relevant demographic characteristics with frequencies/mean info where possible
Descriptive title of the feature of participants illustrated in slide
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• 50% had children under 18 yrs
• 71% in committed relationships
Family Status Characteristics of Participants
Sample size, relevant demographic characteristics with frequencies/mean info where possible
Descriptive title of the feature of participants illustrated in slide
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Example Good & Bad Descriptions of Procedure
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(good)
Stratified sample of stores
2 Countries
1st Division
576 stores in total
18th Division10th Division........... ...........
1st District 72nd District50th District........... ...........
1st Store 8th Store4th Store .............. ...............
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(not so good)
Procedure
• Faxed questions to participants a few days before interview
• Pilot tested interview qs on 28 women managers
• Tape-recorded and transcribed each interview
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Example Description of Measuresfrom Convenience Store Study
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Measurement of Clerk Image
• 3 items rated by observers on a yes/no scale (reliability=??)– Was clerk wearing a
smock?– Was smock clean?– Was clerk wearing
name tag?
Brief description of Measure
Shorten questionnaire; give examples of items, reliability info, cite previous research on measures
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Measurement of Store Stock Level
• Extent to which shelves, snack stands & refrigerators were fully stocked– Rated on 5-point
Likert scales
Brief description of Measure
Shorten questionnaire items, give examples of scale & Reliability info if relevant; previous research on measures here
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What was observed in each store
• 11805 transactions• 3 month observation
period • For each of the 576
stores – 1 day + 1 swing shift
• 25% of stores observed during night shift
– 1-20 transactions/visit • Up to 60
transactions/store
• 75% male customers
Brief description of Measure
Establishes reliability of measure: describes number of measurements, length of measurement, time of day of measurement
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• √ Method – Participants– Measures – Procedure
• Results – Remind audience of Hypothesis – Describe Data analytic techniques used– Present results in graphs/tables
• explain how they support/do not support the hypothesis
Describe how you tested your Hypothesis
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Example of Results Section from Convenience Store
Study
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Analysis to test whether line length
predicts the positive emotions of a clerk
• Clerk as unit of analysis (n=1319)
• Hierarchical multiple regression
• Dependent variable=positive emotion
Type of analysis conducted to test hypothesis (reminds audience of hypothesis)
Brief description of key components of analysis, indicate preliminary combinations here
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Line length predicts a clerk’s positive emotions
•Yes, line length adds 3% of variance
•Line length negatively predicted display of positive emotion β=.-14 p<.001
Type of Model Multiple R
Adjusted R2
Without Line Length
.27 .07
With Line Length
.32 .10
Visual & numerical Display of Results
Short description of graphic display of results
Title indicates support/non support for hypothesis
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Describe test of hypothesis visually & orally
• Present information numerically (e.g., via means, frequencies, correlations) & describe orally/written phrases
• Use graphics (e.g., bar charts, pie charts, line graphs) and interpret orally or w/ short phrases
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What we covered so far...what’s next
√ Your Hypothesis
√ Describe how you tested your Hypothesis
Inferences from your research on your hypothesis
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Inferences from your research
• What do your results imply for future research?– What research would help you understand
more about the hypothesis
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What kinds of information will help you know more about your hypothesis?
• Should future research1. Test reasons for why hypothesis is true?
2. Test reasons for why hypothesis is not true?
3. Test reasons for why hypothesis is true in some situations but not in others?
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• Test explanations for hypothesis – Identify how to measure the (inner)
explanatory variables and how to establish their connection to those of the hypothesis
1st Type of Proposed Research
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Extraversion(E)
Social experiences
Practice old skills
Non Verbal Skills (NVS)
Develop newSkills
++
+ +
+
Example A-Level Proposed Test of explanations for the hypothesis
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Extraversion Social experiences+ NV Skills+
Not so good suggestion of Future Research
General Ability
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• Empirically tests explanations for why the hypothesis is not true
2nd Type of Proposed Research
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AgreeableExtraverts
Social experiences+ NV Skills+
Example reason for why the hypothesis is not true
Disagreeable Extraverts
Social experiences- NV Skills-
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Extraversion Social experiences+ NV Skills+
2nd Type of Proposed Research
Example A-level Proposed Test of why hypothesis is not true
Agreeableness
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Example A-level Test of the Explanation for the Counter Evidence
Social Experiences
Practice old skills
NV Skills
Develop newSkills
+
++
+
Conscientiousness
Openness to Experience
Extraversion(E)
+
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• Test explanations for why the hypothesis is true in some situations but not in others – Address methodological limitations or
definitional inadequacies
3rd Type of Proposed Research
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• e.g., when extraversion is measured/defined as frequency of positive affect, it is not related to Non verbal skills
Example how methodological inadequacies explain counter evidence
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ExtraversionIn Total
Social experiences+ NV Skills+
ExtraversionAs Positive Affect
Social experiences- NV Skills-
Example 3rd Type of Proposed Research
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• Present one good type of proposed study rather than 2 or 3 moderate quality ones– Focus!
• Show how proposed study logically flows from the research on your hypothesis or the counter evidence
Evaluation of Proposed Research
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Content of your research presentation
• Explains the logic behind your hypothesis or counter hypothesis
• Define your variables & show why they are logically connected
• Illustrate with an empirical study
• Describes the test of hypothesis • you collected data to test your hypothesis • the results you analyzed tested your hypothesis
• Illustrates the logical next step for future research
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2nd element of your research presentation
• Content
• Form
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Oral Presentation vs. Written Paper
• Focus
• Visuals
• Structure
• Speaking Ability
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Oral Presentation is more focused
• Time limit! =25 min
• Highlight key point of each section of the written paper– e.g., Inferences section
• Written pres = more elaborate write up of findings, future research, implications & limitations, counter-evidence etc.
• Oral presentation = implications for future research
– demonstrate how you make evidence-based generalizations (analytical skills)
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• e.g., in explaining logic of hypothesis– models & graphics of the relation between the
variables + oral explanation
• e.g., in method– visual display sample size & method of data
collection & highlight main points orally
• e.g., in Results– Display findings in graphs & repeat orally
Oral Presentation uses visual elements more
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Good Visuals
• Material presented is clearly visible (i.e., font size is appropriate, background & foreground contrast is good)
• Material on slides is adequate (i.e., not too much material on each slide)
• Supportive, does not over-shadow presentation
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• Introduction & Conclusion – vs. Abstract (in write up)
• Reminders of structure for audience– Titles of slides connect to keep audience on
track• e.g., Slides should have clear headings &
subheadings, title for each slide describes content of slide
– Map of where you are and where you are going...
Structure of Oral Presentation
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Introduction vs Conclusion
• Intro asks the question, conclusion gives the answer – Your hypothesis/research question– Short phrase describing how you tested your
hypothesis • (e.g.., where you collected data, or who your
participants were)
– Short description of what your inference is about (without totally giving away the ‘insight’)
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Example Introduction
• Why extraversion is related to non verbal skills
• Study of male nurses
• Why future research should focus on the role of agreeableness
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Speaking Ability
Timing • Is not more than 2 minutes over or under 25 minutes
Pace • Speaker is not rushed at the end & maintains the same speed throughout the talk
Intonation • Speaker varies tone and volume to enhance points made during talk
Eye contact • Speaker engages individual members of the audience by connecting with them. Does not simply look up from his/her note; Does not glance briefly toward audience
Enthusiasm • Speaker uses appropriate physical gestures, demonstrates interest for topic, seems excited when speaking about the topic.
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Oral Presentation of Research highlights your skill in
• Being Focused
• Presenting Information Visually
• Being Highly Structured
• Your Speaking Ability
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Research presentation is evaluated on Content & Form
• Content = explanatory, analytical & descriptive skills
• Form = speaking skills, descriptive skills, ability to structure things