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Chapter 1: Introduction to Research Methods

Learning objectives.

At the end of this chapter, you will be able to:

• Define the term “research methods”.
• List the nine steps in undertaking a research project.
• Differentiate between applied and basic research.
• Explain where research ideas come from.
• Define ontology and epistemology and explain the difference between the two.
• Identify and describe five key research paradigms in social sciences.
• Differentiate between inductive and deductive approaches to research.

Welcome to Introduction to Research Methods. In this textbook, you will learn why research is done and, more importantly, about the methods researchers use to conduct research. Research comes in many forms and, although you may feel that it has no relevance to you and/ or that you know nothing about it, you are exposed to research multiple times a day. You also undertake research yourself, perhaps without even realizing it. This course will help you to understand the research you are exposed to on a daily basis, and how to be more critical of the research you read and use in your own life and career.

This text is intended as an introduction. A plethora of resources exists related to more detailed aspects of conducting research; it is not our intention to replace any of these more comprehensive resources. Feedback helps to improve this open-source textbook, and is appreciated in the development of the resource.

Research Methods for the Social Sciences: An Introduction Copyright © 2020 by Valerie Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Book Title: Introduction to Qualitative Research Methods

Subtitle: A Helpful Guide for Undergraduates and Graduate Students in the Social Sciences

Author: Allison Hurst

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Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Chapter 1: Introduction to Research Methods

Learning Objectives

At the end of this chapter, you will be able to:

• Define the term “research methods”.
• List the nine steps in undertaking a research project.
• Differentiate between applied and basic research.
• Explain where research ideas come from.
• Define ontology and epistemology and explain the difference between the two.
• Identify and describe five key research paradigms in social sciences.
• Differentiate between inductive and deductive approaches to research.

Welcome to Introduction to Research Methods. In this textbook, you will learn why research is done and, more importantly, about the methods researchers use to conduct research. Research comes in many forms and, although you may feel that it has no relevance to you and/ or that you know nothing about it, you are exposed to research multiple times a day. You also undertake research yourself, perhaps without even realizing it. This course will help you to understand the research you are exposed to on a daily basis, and how to be more critical of the research you read and use in your own life and career.

This text is intended as an introduction. A plethora of resources exists related to more detailed aspects of conducting research; it is not our intention to replace any of these more comprehensive resources. Keep notes and build your own reading list of articles as you go through the course. Feedback helps to improve this open-source textbook, and is appreciated in the development of the resource.

Research Methods, Data Collection and Ethics Copyright © 2020 by Valerie Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Project Writers in Nigeria BSc. MSc. PhD

Research Project Writing Website

HOW TO WRITE CHAPTER ONE OF RESEARCH PROJECTS

A PRACTICAL GUIDE TO RESEARCH WRITING – CHAPTER ONE

The outline of a well written Chapter One is supposed to include all or some of the following:

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives or Purpose of the Study

1.4 Research Questions and /or Hypotheses

1.5 Significance of the Study

1.6 Scope and Limitation of the Study

1.7 Basic Assumptions

1.8 Operational Definition of Terms

As can be seen above, the project outline constitutes a huge part of the project proposal and the student researcher just needs to perfect the approved research proposal with the view of using it as the Chapter One. The fact remains that all the other parts that as had been written for the project proposal would still stand, with the inclusion of Operational Definition of Terms. At this stage, it is important to understand and know what is contained under each of the subheadings in the first chapter and these are described thoroughly in this article: –

1.1     Background to the Study

Just as the name means, this section outlines the history of the subject matter under investigation; the evolution of the research problem; how the researcher became fascinated with the problem. He goes on to describe the specific situation surrounding the research problem, using facts from the literature to support various arguments. In this section also, the student researcher tries to ascertain the suitability and feasibility of the study, concluding from the sufficient evidences drawn from the previous literature.

In a nutshell, this is where the student researcher initiates the subject of his investigation using all obtainable evidences and figures to establish its groundwork. Note that even if there is no standard number of pages that this should take, the lengthier and well focused the Background to the Study, the better for a good and solid groundwork for that research being conducted.

1.2     Statement of the Problem

The Problem Statement, as it is otherwise described, is the reasonable conclusion of the problems/issues raised in the Background to the Study. The idea is that while the Background to the Study offers a wider or global perspective/standpoint to the subject matter of the research, the Problem Statement makes assumptions from there and concludes on the specifics as they relate to the specific investigation being conducted.

That is the reason Problem Statement is expected to flow, rather logically, from the Background to the Study; and it is not a good Problem Statement, one that deviates from this; given that they are not expected to be two unconnected entities, as it were. It is nevertheless different from Background to the Study in that it must be stated reasonably briefly and very clearly. All the descriptive components of the Background to the Study would have assisted to allow one go straight for the specifics under the Problem Statement.

This is why experienced project supervisors would maintain that the Problem Statement should be in the range of one to three paragraphs only. The idea is that the shorter, the clearer; and the clearer the better for the whole process of investigation. In a nutshell, one cannot overstate the need to state the research problem very clearly and accurately, since the entire course of the investigation depends on it.

Therefore, there is no doubt that a satisfactory statement of the research problem is the most important component of a research process. The plain reason for this claim is that the whole process of investigation centers on it and it is typically related to some of the following issues:

• A missing link
• One-sidedness
• An unanswered question.
• An unsatisfactory state of arrangements

Consequently, the Problem Statement offers direction to the rest of the project; signifying and highlighting the major variables of concern to the researcher as well as the exact relationship that exist between them.

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Academic project or thesis or dissertation writing is not an easy academic endeavor. To reach your goal, you must invest time, effort, and a strong desire to succeed. Writing a thesis while also juggling other course work is challenging, but it doesn't have to be an unpleasant process. A dissertation or thesis is one of the most important requirements for any degree, and this book will show you how to create a good research write-up from a high level of abstraction, making your research writing journey much easier. It also includes examples of how and what the contents of each sub-headings should look like for easy research writing. This book will also constitute a step-by-step research writing guide to scholars in all research fields.

1.3     Objectives {Purpose} of the Study

Simply similar to every other component in a research project, the Objectives of the Study is strongly connected to the Research Problem. The former is derived directly from the latter. The Objectives of the Study, which is sometimes described as Purpose, stand for the aims of carrying out the investigation and could be categorized into general and specific.

The general objective describes the overall aim of a research project whereas the specific objective is concerned with the comprehensive list of intentions concerning what the research stands to accomplish at the end of the project. Typically, the specific objectives are stated in the form of declarative statements for example, the statement should start with “to examine”, “to analyze”, “to determine”, “to assess”, “to find out” etc. The Research Questions usually take the form of interrogative statement, the Objectives present the same thing, but in the statement form.

1.4. Research Questions and/or Hypotheses

Typically, these come immediately after the Research objectives because of their strong relationship. They do not just seek to convert the declarative statement of the objectives into interrogative form, but further break down the major problems compressed in the research objectives. As its name implies, Research Questions is presented just like interrogations seeking to create specific relations among the main variables of investigation.

As well, the Research Questions usually serve as the foundation from where the questionnaire items/questions would ultimately be derived. The difference between the two is that the items in the questionnaire offer a further breakdown of each of the research questions to a greater specification. This is to the level that a single research question can turn out the range of between three to five questionnaire items/questions. But the Research Questions are wide in nature, the questionnaire items are typically directed towards the details thereby getting down to more specifics.

In the case of Hypotheses, they are not the same as Research Questions even though they are sometimes used to substitute each other. In other words, it is not unusual to find projects which have both as well as others which have only one of them. Since they are not the same, they are not expected to replace each other. If they stand to do that, then one should be retained and the other disposed of. By this piece of information, one can easily know that it is not necessary that a project should have both; particularly at the elementary level, where in most of the times, the research questions would be okay.

By meaning, a Research Hypothesis is a clear, specific statement whose validity and workability can be tested by means of scientific method. Being a declarative statement of prediction, it tries to determine the relationship or difference that exists between one variable and the other; and to what degree. It is a form of clever guess or supposition regularly derived from the results of previous studies and/or theories originating from the literature. Hypotheses are formulated on the core of any of the areas and objectives listed below:

• To merely describe a occurrence or a statement of fact
• To compare two or more concepts, individuals and places
• To reveal the relationship between variable
• To reveal a cause/ effect situation between variables.

Usually, there are two kinds of hypotheses; basically referring to the way they are stated. They are the Null and the Alternative. While the former is frequently stated in the negative form of “No Significant Relationship” or “No Significant Difference” etc., the latter takes the positive form of statement; such as “There is a Significant Relationship”, “There is a Significant Difference” etc.

The Research Hypotheses specify the fundamental issues relating to the data to be gathered in the process of conducting the study. They serve as a theoretical conceptualization of what the researcher anticipated with respect to his research outcomes. These help him to test and verify his concepts on the basis of which he makes very tangible and reliable conclusions and generalizations. They also assist in sharpening researcher’s focus on the research problem with a view to determining the direction where to find the solution.

Therefore, some of the qualities of a good hypothesis must include that:

• It should be sensible {i.e. clever guesses}.
• It should be in line with known facts or theories.
• It should be constructed in such a manner that it is testable and found to be probably true or false.
• It should be in very simple, unambiguous terms.
• It should be directly connected to the problem of research.
• It should involve very few variables at a time.
• It should be quantifiable {i.e. operationally formulated}.

1.5.    Significance of the Study

It is anticipated that every research project must have something new to contribute to knowledge in that research field, no matter how small. In point of fact, no research should take place if it will not contribute anything to knowledge; as this represents the major feature of all research endeavors.

Consequently, this section is expected to clarify the possible benefits of the research and to whom such anticipated benefits would be meant. All these should be clearly stated. In any way, there is no standard detail as to the number of benefits that a research project should have or its length. It can be arranged sequentially or itemized or paraphrased depending on the person’s method of writing.

1.6.    Scope and Limitation of the Study

The scope of the study basically refers to the level of coverage of the research subject being investigated and the good statement of the problem will act as a helpful guide to doing this. That means, if the problem had been properly stated at the beginning, it helps, certainly, in defining the scope of the research. That is why the scope of the study is partially dependent on the title of the research project. If well formulated, the phrase of the title only does define the scope of the study and possibly, needs a little rider to make it clearer. The limitation of the study represents the things and issues that constituted challenges in the process of investigations.

Consequently, if the scope was concerned with the level of the research’s coverage, then, limitation implies building a fence around the subject of research. This is with a view to creating a foundation for the non-inclusion of certain things in the study for understandable reasons.

1.7.    Basic Assumptions

Even though many student researchers tend to mistake Assumptions with Hypotheses, it is important to state very clearly that they are not the same. We have already discussed about hypotheses; its meaning and significance in a research project. However, Assumptions are only mere statements, which are frequently, not subjected to any testing. They are, more or less, ordinary statements that are taken for granted. They cannot replace the Hypotheses; yet, they tend to duplicate the Hypotheses, because they are fairly similar.

It is because of these reasons that a lot of research experts have suggested that if the study has hypotheses, then assumptions would no longer be needed. For a study with Research Questions only nevertheless, it is suitable to have assumptions, to act as a guide towards the achievement of the research objectives.

Assumptions are typically itemized while the number varies.

1.9     Operational Definition of Terms

This section of the Chapter one (introduction) is used to offer a kind of working definition to all the concepts, which would be operationally used in the course of the research. The notion is that there are some terminologies, which have been “adapted” and so utilized restrictively for the purpose of the research project.

This implies that such terminologies would mean something somewhat different from the one adapted under a different circumstances; therefore the name Operational Definition of Terms. In defining terms operationally, individual concepts/words to be so defined are recognized and then itemized. Thus, operational definitions are typically given in such a manner that will imply that they are not the usually accepted as standard definitions but those peculiar to the study in specifically. This section typically comes last in the introductory chapter.

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>>>>> HOW TO WRITE CHAPTER TWO OF RESEARCH PROJECTS

23 comments.

excellent write up, this should help me in writing my chapter one

Excellent write up. Great job, really helped me with my chapter one in my MBA project write up.

However I would like to know if I can add justification of study to my chapter one since you didn’t mention it in your post?

Great write up nevertheless!

Well thank you for the special guardian for my first chapter write up, however I wish if you break up background of the study into theoretical background, conceptual background and contextual background to make me have better analysis on how they are framed

Thanks a lot

This really helped me out to have an approach to good chapter one of my project. Thank you very much.

I realy apreciate your work here. This article helped me alot.

Do you have another one on chapter 2 (literature review)

Thanks. “how to write chapter two”, an article that will guide researcher on how to write the literature review will soon be published.

tanx,tanx,tanx this really help me when I wrotte my exam on research topic on my N.C.E program

Nice one, I haven’t started but I think this is really a nice guide for a start.

This is a great light to me. Thanks for the post

This is a well analysed research procedure….

Good work , well articulated, unambiguous, simply & logically stated.

Thanks for the write up… This should help me writing my project… Thanks once again.

GOD BLESS YOU

I am so glad with your work,l have gone through.l think what I benefited from it, will definitely guide me in my project work.so l am so grateful to you for making me to discover what I am looking for.

Thaaaaanks A good guide i’ll do a study on chapter one

Truth be told, I wish I had come across this write up before now. This is the clearest article I’ve read about contents of the chapters of a research project, especially chapter two. I’ve sent the link to my colleague PG Students.

Thanks so much.

it will great if you can add examples of what these when properly written will look like.

good guidance, keep doing so to help us learn better, together we stand

God bless you ?

Omo thanks a bunch

Good work done keep it up, i think your write up have helped me alot

Thank you,I do really appreciate and I learned more about.

Thanks very much, I have found this piece to he very educative and resourceful to any researcher.

This is the best foundation of Researchers

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Doing Research in the Real World

Student resources, chapter 6: research design: quantitative methods.

• Checklist for Using Theory

Chapter 1: Getting started with research

1.6 Developing a research question

Sometimes your instructor may give you a very specific topic or research question to answer for your project. Other times, you may be allowed to decide what topic you’re researching. Whether you have been assigned a topic or not, developing a simple concept into a well-defined research question is an essential part of the research process. Your research question should inform the structure and contents of your project and everything you cite should be related to your research question in some way. Eventually, your research question will develop into your thesis , which is the central idea on which your project is based.

Turning your topic into a research question

There is no single approach to developing a research question that will work for every person and topic. You may start with a topic you’re somewhat familiar with and investigate a specific aspect of that topic that interests you. Or you may start by doing background research on a topic that’s new to you and then exploring the questions that arise as you learn more. A good research question cannot be answered with a yes or no. Creating a research question is not as simple as taking a topic you are interested in and making it into a question. Your research question should be clear, focused, manageable, and defensible (i.e. able to be supported by evidence). Let’s examine an example of this in more depth.

You are assigned to write a paper about the United States during the prohibition era. As you do some background research into the time period, you find that the illegal consumption of alcohol was prominent, especially among those with money. You come up with the following topic for your research: “illegal activity during prohibition in the United States.” How can we translate this into a clear, focused, manageable, and defensible research question?

Is it clear?

A research question should be stated clearly. Knowing what you want to research will help keep you from getting distracted by ideas that may be interesting, but are only loosely related to your topic. “Illegal activity during prohibition” could refer to a lot of things. Are you interested in mob activity, the prevalence of speakeasies, or another illegal activity at that time? Let’s say you’re specifically interested in the purchase and sale of alcohol. Your research question would be better phrased as: “How did the illegal use of alcohol persist when prohibition was in place?”

Is it focused?

Your new research question is fairly clear, but broad. There are a lot of resources about this topic and you may be overwhelmed with what you find. To make it more focused, you could refine your question by limiting it to a specific place (the American South) or timeframe (from 1920 to 1925). Revising your question for focus, it could read as: “How did the illegal use of alcohol persist in the American South when prohibition was in place?”

Is it manageable?

Perhaps even after narrowing your research topic you still find an overwhelming amount of resources. Or maybe you narrowed your topic too much, and you aren’t able to find enough information for your project. Based on what you learn along the way while searching, you may need to modify your research question or search strategy. You have to find balance between asking a really good, innovative research question and not overwhelming yourself by making it too big to conquer within the guidelines of your assignment, or too simple where it can be answered with a quick Google search. Looking at the research question posed above, “How did the illegal use of alcohol persist in the American South when prohibition was in place?” you wouldn’t need to make any revisions because this example is broad enough that you could find information about it easily, but it’s unlikely that you could find everything about your topic in a single search.

Is it defensible?

Whenever you do research, you bring your own biases and perspectives into your work, and these can influence the entire structure of your project. Avoid questions that have a moral stance “___ is not okay,” or an absolute stance “___ always results in ___.” Open-ended questions such as ones starting with “how,” “why,” or “what” make a great foundation for a research question. Be willing to change your research question if you can’t find resources that address your topic in a useful way. It could be that your topic is too new to have anything published about it, or it may be a topic that has been disproven by research over time. As you develop a research question, you should always think about whether your question can be supported by evidence. Our example, “How did the illegal use of alcohol persist in the American South when prohibition was in place?” is a good example of a defensible research question. You can find plenty of sources with relevant, reputable evidence about the economics, politics, and legal aspects of the illegal use of alcohol in this time and region to support your argument.

The next step is to begin searching for sources to support your research question. To find sources appropriate for your class projects, you’ll often need to search in specialized databases such as Academic Search in EBSCO or Compendex to find information. To efficiently search within these tools, you need to think carefully about the terms you’ll be using.

Library 160: Introduction to College-Level Research Copyright © 2021 by Iowa State University Library Instruction Services is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

• Chapter 1: Home
• Narrowing Your Topic
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References for Chapter 1

• Cambridge Advanced Learner’s Dictionary . Research; 2008
• Dane F. Research Methods . Brooks/Cole Publishing Company; 1990.
• Sire JW. Naming the Elephant: Worldview as a Concept . InterVarsity Press; 2014.
• Privitera G. Research Methods for the Behavioral Sciences . SAGE Publications; 2017.
• Dane E, Pratt MG. Exploring intuition and its role in managerial decision making. Academy of Management Review . 2007;32(1):33-54.
• Chitvan Trivedi. Ways of Acquiring Knowledge (Knowing) . 2020. https://conceptshacked.com/ways-of-acquiring-knowledge/
• Benner P, Hughes RG, Sutphen M. Clinical reasoning, decisionmaking, and action: Thinking critically and clinically. In: Patient Safety and Quality: An Evidence-Based Handbook for Nurses [Internet]. Agency for Healthcare Research and Quality; 2008. https://www.ncbi.nlm.nih.gov/books/NBK2643/
• Eyisi D. The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice . 2016;7(15):91-100.
• Guba EG, Lincoln YS. Competing paradigms in qualitative research. Handbook of Qualitative Research . 1994;2(163-194):105.
• Creswell JW. Educational Research: Planning, Conducting, and Evaluating . 4th ed. W. Ross MacDonald School Resource Services Library; 2013.
• Wahyuni D. The research design maze: Understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research . 2012;10(1):69-80.
• Kivunja C, Kuyini AB. Understanding and applying research paradigms in educational contexts. International Journal of Higher Education . 2017;6(5):26-41.
• Creswell JW, Hanson WE, Clark Plano VL, Morales A. Qualitative research designs: Selection and implementation. The Counseling Psychologist . 2007;35(2):236-64.
• Scotland J. Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English Language Teaching . 2012;5(9):9-16.
• Babbie ER. The Practice of Social Research . 15th ed: Cengage Learning; 2020.
• Crotty MJ. The foundations of social research: Meaning and perspective in the research process. The Foundations of Social Research . 1998:1-256.
• Wilson S. Research is Ceremony: Indigenous Research Methods : Fernwood Publishing; 2020.
• Bunniss S, and Kelly DR. Research paradigms in medical education research. Medical Education . 2010;44(4):358-66.
• Weaver K. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation . 2018 2022/11/07. SAGE Publications. https://methods.sagepub.com/reference/the-sage-encyclopedia-of-educational-research-measurement-and-evaluation
• Kim SM. Inductive or deductive? Research by maxillofacial surgeons. J Korean Assoc Oral Maxillofac Surg . 2021;47(3):151-2.
• Watson R. Quantitative research. Nursing Standard , 2015;29(31):44.
• Nassaji H. Good qualitative research. Language Teaching Research . 2020;24(4):427-31.
• Ivankova NV, Creswell JW, Stick SL. Using mixed-methods sequential explanatory design: From theory to practice. Field Methods. 2006;18(1):3-20.

An Introduction to Research Methods for Undergraduate Health Profession Students Copyright © 2023 by Faith Alele and Bunmi Malau-Aduli is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Interpersonal violence victimisation of autistic adults: prevalence, correlates and impact

Research has consistently found high rates of victimisation amongst autistic children. There is emerging evidence that this disproportionate victimisation continues into adulthood, however this has not yet been thoroughly investigated. In this thesis, I aimed to examine the extent, nature and impact of interpersonal violence experiences among autistic adults and the factors that shape these experiences. In Chapter 1, I provide a brief overview of the prevalence and risk factors for interpersonal violence in the general population, theoretical approaches to understanding violence and a summary of the research that has been conducted in this area among autistic people. Chapter 2 outlines the methodological approach of this thesis, my reflections on the challenges and mitigations that occurred in the conduct of the research, a reflexivity statement and a summary of the role and impact of the autistic advisory group that I employed for the duration of this project. In Chapter 3, I conducted a systematic literature review to determine the current state of knowledge regarding the prevalence and correlates of interpersonal violence experienced by autistic people during adulthood. In Chapter 4, I conducted a secondary analysis using existing data collected as part of the Australian Longitudinal Study of Autistic Adults (ALSAA) to investigate the prevalence, traumatic impact and rates of disclosure of physical and sexual violence incidents reported by autistic adults in childhood and adulthood and compared this to non-autistic adults. I also examined whether there was a relationship between autistic traits and emotion regulation difficulties and exposure to sexual and physical violence. Chapters 5 to 7 present the findings from a mixed methods study designed for this thesis. In Chapter 5, I compared autistic and non-autistic adults on rates of sexual harassment, stalking and harassment, physical violence and sexual violence, and repeated and multiple violence during adulthood. I also compared gender patterns of violence among autistic and non-autistic adults and examined contextual factors. In Chapter 6, I investigated whether any individual characteristics that are common among autistic people (lower social competence, heightened compliance, emotion regulation difficulties or more ADHD features) were associated with poly-victimisation (experiencing multiple types of violence). In Chapter 7, I examined the nature and impact of interpersonal violence experiences, and possible factors shaping these experiences based on the first-hand accounts of autistic people. Finally, in Chapter 8, I discuss how the overall findings of this thesis contribute to the emerging evidence relating to the disproportionate victimisation of autistic people in adulthood by showing that (a) victimisation extends to a broad range of serious and criminal forms of violence which often go unreported, (b) gender differences in violence patterns appear narrowed among autistic people, (c) the impact of these experiences are exacerbated when reports of autistic victims of violence are dismissed or minimised, and (d) societal attitudes towards autism may contribute to increased vulnerability to violence and abuse. A multi-faceted approach is needed that goes beyond a focus on individual-level factors to address broader structural and systemic factors responsible for the disproportionate victimisation such as stigma, discrimination and epistemic injustice and includes educational strategies, public awareness campaigns, professional training, research efforts and policy change.

Table of Contents

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Part I: Basic Examination Concepts and Guidelines Part II: CAMELS Part III: Other Examination Issues Part IV: Administrative and Enforcement Actions Part V: Examination Reports Part VI: Appendix - Examination Processes and Tools

Part I: Basic Examination Concepts and Guidelines

Part II: CAMELS

Part III: Other Examination Issues

Part IV: Administrative and Enforcement Actions

Part V: Examination Reports

Part VI: Appendix - Examination Processes and Tools

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