1st Year Master (Didactics)
Literature review
Literature Review
Examples of literature review
The first one is thematic
The second is chronological
Defining a research problem
Defining a Research Problem
Activity: download the above lesson about defining a research problem, read it carefully, and then study the following statement of the problem:
Performance-based assessment in Algerian universities has been criticized throughout the years for being less objective in comparison to standardized assessment. PBA is widely used to assess EFL students' tutorials. Even though there have been some attempts to increase the objectivity of PBA in EFL tutorials by some teachers, no significant improvement has been noted.
The issue of objectivity in PBA can sharply destroy the healthy teaching-learning environment. It can negatively affect EFL teachers’ efforts in enhancing learning outcomes. When students are not certain about the objectivity of their assessment, they will lose their motivation and eagerness to learn. Addressing this problem will make EFL teachers as well as students at Algerian universities more aware of the elements that affect the objectivity of PBA.
The aim of this research is to investigate the elements that affect the objectivity of PBA in Algerian universities. It will spot the most substantial assessment tools and scoring criteria that enhance the objectivity of PBA.
To be discussed in class on Wednesday, 9th November
Types of Research
Types of Research
Types of research can be looked at from three different perspectives
- applications of the findings of the research study;
- objectives of the study;
- mode of enquiry used in conducting the study.
The classification of the types of a study on the basis of these perspectives is not mutually exclusive: that is, a research study classified from the viewpoint of ‘application’ can also be classified from the perspectives of ‘objectives’ and enquiry mode’ employed. For example, a research project may be classified as pure or applied research (from the perspective of application), as descriptive, correlational, explanatory or exploratory (from the perspective of objectives) and as qualitative or quantitative (from the perspective of the enquiry mode employed).
Application perspective
If you examine a research endeavour from the perspective of its application, there are two broad categories: pure research and applied research. In the social sciences, according to Bailey (1978: 17):
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. Thus such work often involves the testing of hypotheses containing very abstract and specialised concepts.
Pure research is also concerned with the development, examination, verification and refinement of research methods, procedures, techniques and tools that form the body of research methodology. Examples of pure research include developing a sampling technique that can be applied to a particular situation; developing a methodology to assess the validity of a procedure; developing an instrument, say, to measure the stress level in people; and finding the best way of measuring people’s attitudes. The knowledge produced through pure research is sought in order to add to the existing body of knowledge of research methods.
Most of the research in the social sciences is applied. In other words, the research techniques, procedures and methods that form the body of research methodology are applied to the collection of information about various aspects of a situation, issue, problem or phenomenon so that the information gathered can be used in other ways – such as for policy formulation, administration and the enhancement of understanding of a phenomenon.
Objectives perspective
If you examine a research study from the perspective of its objectives, broadly a research endeavour can be classified as descriptive, correlational, explanatory or exploratory.
A research study classified as a descriptive study attempts to describe systematically a situation, problem, phenomenon, service or programme, or provides information about, say, the living conditions of a community, or describes attitudes towards an issue. For example, it may attempt to describe the types of service provided by an organisation, the administrative structure of an organisation, the living conditions of Aboriginal people in the outback, the needs of a community, what it means to go through a divorce, how a child feels living in a house with domestic violence, or the attitudes of employees towards management. The main purpose of such studies is to describe what is prevalent with respect to the issue/problem under study.
The main emphasis in a correlational study is to discover or establish the existence of a relationship/association/interdependence between two or more aspects of a situation. What is the impact of an advertising campaign on the sale of a product? What is the relationship between stressful living and the incidence of heart attack? What is the relationship between fertility and mortality? What is the relationship between technology and unemployment? What is the effect of a health service on the control of a disease, or the home environment on educational achievement? These studies examine whether there is a relationship between two or more aspects of a situation or phenomenon and, therefore, are called correlational studies.
Explanatory research attempts to clarify why and how there is a relationship between two aspects of a situation or phenomenon. This type of research attempts to explain, for example, why stressful living results in heart attacks; why a decline in mortality is followed by a fertility decline; or how the home environment affects children’s level of academic achievement.
The fourth type of research, from the viewpoint of the objectives of a study, is called exploratory research. This is when a study is undertaken with the objective either to explore an area where little is known or to investigate the possibilities of undertaking a particular research study. When a study is carried out to determine its feasibility it is also called a feasibility study or a pilot study. It is usually carried out when a researcher wants to explore areas about which s/he has little or no knowledge. A small-scale study is undertaken to decide if it is worth carrying out a detailed investigation. On the basis of the assessment made during the exploratory study, a full study may eventuate. Exploratory studies are also conducted to develop, refine and/or test measurement tools and procedures.
Although, theoretically, a research study can be classified in one of the above objectives–perspective categories, in practice, most studies are a combination of the first three; that is, they contain elements of descriptive, correlational and explanatory research.
Mode of enquiry perspective
The third perspective in our typology of research concerns the process you adopt to find answers to your research questions. Broadly, there are two approaches to enquiry:
- the structured approach:
- the unstructured approach.
In the structured approach everything that forms the research process – objectives, design, sample, and the questions that you plan to ask of respondents – is predetermined. The unstructured approach, by contrast, allows flexibility in all these aspects of the process. The structured approach is more appropriate to determine the extent of a problem, issue or phenomenon, whereas the unstructured approach is predominantly used to explore its nature, in other words, variation/diversity per se in a phenomenon, issue, problem or attitude towards an issue. For example, if you want to research the different perspectives of an issue, the problems experienced by people living in a community or the different views people hold towards an issue, then these are better explored using unstructured enquiries. On the other hand, to find out how many people have a particular perspective, how many people have a particular problem, or how many people hold a particular view, you need to have a structured approach to enquiry. The structured approach to enquiry is usually classified as quantitative research and unstructured as qualitative research.