BY: SISKA FEBRI NURIZA

MELLATI MANDASARI RIZANI UTAMI

QUALITY CRITERIA FOR RESEARCH

VALIDITY

QUAL+QUAN

TRUSTWORTHINESSAUTHENTICITYCREDIBILITYRIGOUR

VERACITY

EXTERNAL VALIDITY=TRANSFERABILITY

RELIABILITY=DEPENDABILITY

QUALITY CRITERIA FOR RESEARCH

QUALITY CRITERIA IN QUANTITATIVE RESEARCH 1

QUALITY CRITERIA IN QUANTITATIVE RESEARCH 1

Whether the outcome basedon the function of thevarious variable andtreatment factors measured.

.A

QUALITY CRITERIA IN QUANTITATIVE RESEARCH 1

QUALITY CRITERIA IN QUANTITATIVE RESEARCH 1

B

QUALITY CRITERIA IN QUANTITATIVE RESEARCH 1

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

A

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

B

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN QUALITATIVE RESEARCH 2

QUALITY CRITERIA IN MIXED METHOD RESEARCH 2

To the constituent method QUALITY CRITERIA IN MIXED

METHOD RESEARCH 2

To the constituent method QUALITY CRITERIA IN MIXED

METHOD RESEARCH 2

RESEARCH ETHICS

Qualitative versus Quantitative in

research ethics

Qualitative research

often interrupt more

into the human private

area

Ethical issues become a

hindrance in the study

Some Key Ethical Dilemmas and Issue

How seriously we should take the various ethical issues in

educational context.

Examples of sensitive aspects of research are :

• The amount of shared information

• Relationship

• Data collection methods

•Anonymity

• Handling the collected data

• Ownership of the data

• Sensitive information

• Testing

Legal Context

Research integrity

Ethical principles is implemented by legal and

institutional requirements

The heart of research ethics lie the moral character of the reseracher

Guiding standards describing the researchers’ general

responsibilities to the field recognized by the Ethical Standards of

the American Educational Research Association (AERA, 2002):

Educational research must not misinterpret authorship, evidence,

data, findings, or conclusions

Educational researchers must not knowingly or negligently use

their professional rules for imitation purposes

Educational research should report their finding accurately,

keeping secret or selectively communicating their findings

Protection from harm and achieving an equitable cost-

benefit balance

The primary principle or research ethics is that no

mental or physical harm should come to the

respondents

Make sure that the participant benefit from our research

in some way

Try to make the cost-benefit balance as equitable as

possible

Privacy, confidentiality, anonymity, and data

storage

The basic ethical principle : the respondents’ right (right to refuse,

withdraw from the study completely without offering any explanation,

remain anonymous, confidentiality)

The implications of these basic principles :

Do not promise the highly confidentiality than we can achieve

When we do not get the result like we are expected, we have to respect

the confidentiality

We must make sure that the respondents in transcribed / recorded data

are not identifiable

Informed consent and the issue of deception

How little information is enough to share in order to

remain ethical?

The participants have the right to be informed about the following

points:

The aim of investigation and the purpose for which he data will be used

The task the participants will be expected to perform during the study

The possible risk and the potential consequences of participating in the

research

The scope to which answer will be held confidential

The basic right of the participants to leave from the study

Deception

Forms of consent and the consent of forms

In order to avoid participant bias or invalidating the

study deception is needed

Two basic forms of consents

1. Active consent : involves consenting to participate in

research study by signing a consent form

2. Passive consent involves not objecting to the study

A written consent form usually contains the following details:

A fair explanation of the purpose of the research and the procedure to be

followed

A description of any risks and benefits the participant may receive

A statement of the scope result that will be kept confidential

A statement that participant is voluntary, can leave and refuse to

participate at any time without punishment

An offer to answer any questions concerning the procedure and receive a

copy of the results

Signature of both the participants and the researcher, agreeing to these

requirements

Additional consent from teachers and parents

When someone else need to be consulted

RESEARCH QUESTIONS AND

HYPOTHESIS

The right way to do research :

One or more research questions

Choosing the design / method

The instrument

Research Topic, Research Purpose, and Research Questions

Research Topic : General idea/interest and sometimes its still

unclearly

EXAMPLE : Language and gender

Research Purpose : Short statement that describe the specifically

address that we are trying to study.

EXAMPLE : The study investigates the differences in language use by

female and male Malaysian teenage bloggers who use blogs as a diary

to express their daily issues about life

Research Question : Translating the research purpose into

specific research questions

EXAMPLE :

The title : Flouting and Hedging in the Graduate Students’

Classroom Discussion Context at State University of Padang

1) How does the flouting of maxims occur in the graduate

students’ classroom discussion context?

2) How does the hedging of maxims occur in the graduate

students’ classroom discussion context?

Research hypothesis : Statement that formulate specific

prediction about outcome and

result of the study

EXAMPLE :

Alternative Hypothesis (Ha) : There is a significance

differences between teaching vocabulary by using

hyponymy games for the secondary students

Null Hypothesis (Ho) : There is no significance difference

between teaching vocabulary by using hyponymy games for

the secondary students

Paradigmatic Differences in Formulating the Research

Questions

Qualitative

studies

Quantitative

studies

1. Research questions tend to

be broader.

2. Focus on the big main

phenomena

3. Investigators have focus on

the nature of the study instead

1. The more specific the research

purpose / questions

2. The good quantitative research

often identify the target variables

and the causal or descriptive

relationship between them.

3. The research questions: specify

concrete methodological

procedures and research hypothesis

are also containing the research’s

prediction

Mixed methods

studies

Mixed method studies need to

have both qualitative and

quantitative research questions or

hypothesis that addressed in the

qualitative and quantitative

approach

Qualitative studies

The example of research questions from an Ethnography study :

‘How do early adolescent females read literature that falls outside

that realm of fiction?

Quantitative studies

Alternative Hypothesis (Ha) : There is a significance differences between

teaching vocabulary by using hyponymy games for the secondary

students

Null Hypothesis (Ho) : There is no significance difference between

teaching vocabulary by using hyponymy games for the secondary

students

Mixed methods studies

Example of two phase study with the research hypothesis and questions stated in

sections introducing each phase:

The first phase quantitative study, the researcher mentioned the hypothesis guiding her

study:

There would be no significance difference between students in the middle school and

those in the junior high school in attitude toward science as a school subject.

There would be no significance difference between students in the middle school and

those in the junior high school in achievement in science.

Prior to the qualitative phase, the researcher raised questions to explore the quantitative

results. Focusing in on the achievement test result:

What differences currently exist between the middle school instructional strategy and

the junior high instructional strategy at this school in transition.

How has this transition period impacted science attitude and achievement of the

students?

How do teachers feel about the change process?

Piloting the research

Piloting is more important in quantitative studies than qualitative

Research log

The right start of a research project

Techniques to manage and store data records

Other Essentials for Launching a Study

There are three reasons the researcher

error in doing research study :

1. The lack of knowledge or the researcher

does not realize the significance of

piloting study

2. The researcher tends to do collection data

in a hurry

3. The researcher has not a schedule of

time/timeframe of research when data

collecting should be done.

Choosing an Area

What can be researched?

What area should I choose?

Who will supervise me?

What am I expected to do?

In–house rules : Word limit, presentation, referencing system

Getting Organized

How do I organize my time?

Makin a plan

Structuring your work

Timetable

Write a list of chapter

• Title

•Abstract

• Introduction

• Literature review

• Methodology

• Data or Result

•Analysis

•Discussion

•Conclusion

Using Resources

Books and journals

Electronic resources

People

The internet

Where to look in libraries

databases

Dictionaries and glossaries

Being a Researcher

What research looks like

• Research questions

• Theory

• Hypothesis

• Different kind of

intellectual material :

Quantitative research,

Qualitative research, and

pure theory.

Reviewing the literature

The following guidelines may help you how to decide what to read, how

carefully read it and how much detail to report:

1. Draw up a draft plan (content page) of your

entire project, how many word.

2. In writing the literature review not all of idea that

got you write on

3. Drive literature review by topic

4. Methodology

5. Use what you read to identify disagreement and

paradox

6. Evaluate your writing, reread not just report it

How to read and how to make notes

Always know why you are reading something,

what you hope to find out, and don’t make notes

that are not specific to your work

Always label a note or quote with the author’s

name, date of publication, and page number.

If you quote directly, put it in inverted comma to

avoid plagiarism

Theory-only Projects

Setting up Data-based Research

Making sure you know enough

Getting subjects and informants

Accessing and using equipment

Safety and ethics

Discussion and drawing

conclusions

Handling data and knowing how

to interpret your results

Ending up with manageable

results

Reducing the risk of it going

wrong

Presenting symbols and numbers

Avoiding plagiarism

Being streetwise: keeping on the right side of your assessor

Obey

Express yourself

with care

Navigate the

supplementary

data

Label your work

clearly

Indicate the

structure clearly

Word-process

give the

impression

Comment and suggestion

1. Elwin zebua : AERA, fabricate and falsify, tranferability

2. Desfiyenti : additional example of content validity

Questions :

1. Ria afrina : pilot study and data management