Slide series for AS6230 Introduction to Research Methods. These slides cover research methods and analysis

1. AS6230: Introduction to
Research 2

2. 1.
Why are we here?
Today has a Purpose
This course has a Purpose

3. Active reflection
Answer these questions
• What is research?
• What is the difference between
common knowledge and academic
knowledge?
• What is the difference between research
and science?
• What are the assumptions of science?
• What does IMRaD tell us about
research?

4. 1.
The Research Process

5. Understanding Research
• Two key paradigms of research
• Empirical and relativistic
• Empirical is concerned with finding the Truth
• Relativistic is concerned with questioning all truths
• Empirical can be used for any type of research
• Empirical research enables evidence-based practice
• Relativistic research tends to be mainly qualitative (and
philosophical)
• Relativistic research enables reflexive practice

6. Understanding Research
• Three main types of research:
• Quantitative = quantity/numbers
• Qualitative = quality/stories
• Mixed Methods = mixture
• In all these types, the research is always guided by a
question
• In quantitative research, analysis will tend to test for
hypotheses
• Evidence-based practice tends to rely on quantitative
and mixed methods

7. The Research Process
• The importance of whakapapa (the literature review)
• The importance of the research question
• The place of hypotheses
• The importance of methods and analysis
• The four rules of research:
• Replicability Can the be repeated
• Precision Refined to give the needed answer
• Falsibility Designed to find the truth by questioning the truth (empirical)
• Parsimony When complex results, the simplest answer is always chosen

8. The Research
Process
Theory Building
Theory Testing

9. 10 Steps in the Research Process
1. Need, problem or issue is identified
2. Research topic is defined
3. Research question is developed
4. Literature of previous studies is reviewed
5. Methodology and methods are determined
6. Suitable sample and participants identified
7. Data collection instruments developed
8. Research Ethics considered
9. Data is collected and analysed
10. Report is developed

10. Questions and Reflections

11. 2.
Research Questions

12. Applying One Method to Another
• Observation methods
• Qualitative Analysis Coding

13. Phase One: Scoping
• Brainstorming every possible question you would like answered on your
topic through reflecting on:
• Personal experiences
• Personal ambitions
• Scoping observations in the field
• Reviewing current literature
• Reviewing programme plans and objectives

14. Phase Two: Refining
• Grouping scoping questions
• Locate central themes
• Put aside outliners
• Organise each question along the
development lines
• Open to closed
• Broad to detailed

15. Phase Three: Generating the Question/s
• Locate the aim of your research through finding an encompassing theme for
your scoping questions
• This may be simply a hypothesis or
a specific aim (e.g. to develop …)
• Turn this aim into one, two, or
three overarching questions

16. Where to next….
• Locating your questions within a paradigm of research
• Outlining the constraints of your research
• Time, money, contextual etc
• Selecting an appropriate methodology
• Make sure there is fusion between the questions, paradigm (theory),
constraints, and methodology
• InAS6230, we will return to this slide later in the course

17. Why research is important to science
Research creates the knowledge of science
Research enables the truth of science to be challenged and
changed
No research can prove a theory it can only support it – hence
researchers are ALWAYS on the search to get closer and closer
to the Truth
Research can only give us confidence in a truth
Research acknowledges that truth cannot be found in one study
but in lots of studies

18. Relevance of research to practice
Efficient use of resources
Best outcomes for our clients/youth
New interventions and practice are developed
Informs policy and decision making
Provides evidence–based practice
Gives credibility and validity to what we do
Allows for ethical practice
Provides evidence for funding

19. How research is used in clinical practice
Programme evaluation
Day to day work with people
Treatment planning & review
Service planning
To educate others
Needs analysis – for service, group or
individual client
Enriching your own practice

20. thanks!
Questions and Reflections