1. Prelude + Introduction to Research Methodology

KNOWLEDGE FOR THE BENEFIT OF HUMANITYKNOWLEDGE FOR THE BENEFIT OF HUMANITY

RESEARCH METHODOLOGY (HFS4343)

PRELUDE

Dr.Dr. MohdMohd RazifRazif ShahrilShahril

School of Nutrition & Dietetics School of Nutrition & Dietetics

Faculty of Health SciencesFaculty of Health Sciences

UniversitiUniversiti Sultan Sultan ZainalZainal AbidinAbidin

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Synopsis

“This course is to introduce the students the basic concepts

used in research and to scientific social research methods

and their approach. It includes discussions on sampling

techniques, and research designs. The students also need

to present a research proposal obtained from the literature

review”

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Learning Outcomes At the end of this course, students should be able to;

• Describe the research process and research methods

obtained from literature.

• Effectively use the library and its resources in gathering

information related to the learners' research project.

• Identify the overall process of designing a research study

from its inception to its report.

• Present a research proposal according to specific

guidelines for a research project in groups.

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Teaching & Learning Strategy Blended Mode Learning (Face to Face + e-Learning)

• Lecture, Tutorial

• Group Discussion – Face-to-face

• Group Discussion – Online

• Written Assignment

• Presentation

• Self-Directed Learning (Literature, Video)

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Brief Course Outline • Introduction

• Steps in research

• Reviewing the literature

• Formulating research problem and objective

• Identifying variables and constructing hypothesis

• Research designs

• Data collection

• Validity and reliability of research instruments

• Sampling and distribution

• Protocol and ethics in research

• Processing and displaying data

• Research report and reference management

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Assessment • Continuous Assessment

– Test (20%)

– Assignment - Proposal (2000 words each student) (30%)

– Proposal Presentation (10%)

• Summative Assessment

– End of Semester Examination (40%)

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Main References

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KNOWLEDGE FOR THE BENEFIT OF HUMANITYKNOWLEDGE FOR THE BENEFIT OF HUMANITY

RESEARCH METHODOLOGY (HFS4343)

INTRODUCTION

Dr.Dr. MohdMohd RazifRazif ShahrilShahril

School of Nutrition & Dietetics School of Nutrition & Dietetics

Faculty of Health SciencesFaculty of Health Sciences

UniversitiUniversiti Sultan Sultan ZainalZainal AbidinAbidin

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Topic Learning Outcomes At the end of this lecture, students should be able to;

• define what is research.

• identify the characteristics of a research.

• list the reasons to conduct a research.

• describe the types of research from different viewpoints.

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

What is RESEARCH (re and search)?

• ‘RE’ - prefix meaning again, anew or over again.

• ‘SEARCH’ - a verb meaning to examine closely

and carefully, to test and try, or to probe.

• ‘RESEARCH’?

Let’s discuss at: http://today.io/14P8f

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

What is RESEARCH? • Describing a careful, systematic, patient study and

investigation in some field of knowledge, undertaken to establish facts or principles (Grinnell 1993).

• Research is a structured inquiry that utilizes acceptable scientific methodology to solve problems and creates new knowledge that is generally applicable (Grinnell 1993).

• Scientific methods consist of systematic observation, classification and interpretation of data (Lundberg 1942).

• Systematic investigation to find answers to a problem (Burns 1997).

• Scientific research is a systematic, controlled empirical and critical investigation of propositions about the presumed relationships about various phenomena (Kerlinger 1986).

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ControlledControlled ControlledControlled CriticalCritical CriticalCritical

RigorousRigorous RigorousRigorous Valid and Valid and VerifiableVerifiable Valid and Valid and VerifiableVerifiable

SystematicSystematic SystematicSystematic

EmpiricalEmpirical EmpiricalEmpirical

Characteristics of a RESEARCH

Research is a process for collecting, analyzing and interpreting information to answer questions

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Characteristics of a RESEARCH (cont.)

• Controlled – in exploring causality in relation to two variables, you

set up your study in a way that minimizes the effects of other factors affecting the relationship

• Rigorous – you must be meticulous in ensuring that the

procedures followed to find answers to questions are relevant, appropriate and justified.

• Systematic – the procedures adopted to undertake an investigation

follow a certain logical sequence.

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Characteristics of a RESEARCH (cont.)

• Valid and verifiable – Whatever you conclude on the basis of your findings

is correct and can be verified by you and others.

• Empirical – Any conclusions drawn are based upon hard

evidence gathered from information collected from real-life experiences or observations

• Critical – The process of investigation must be foolproof and

free from any drawbacks.

– The process adopted and the procedures used must be able to withstand critical scrutiny.

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Why RESEARCH?

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• To find out what we don’t know.

• To confirm whether what we know is correct.

• To know more than what we already know.

• To affirm our conceptual belief.

• To satisfy our curiosity.

S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Types of RESEARCH

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Application perspective

• Pure research – involves developing, testing theories and hypotheses that are

intellectually challenging to the researcher.

– may or may not have practical application at the present time or in the future.

– E.g. • developing a methodology to assess the validity of a procedure.

• developing an instrument to measure the stress level in people.

• finding the best way of measuring people’s attitudes.

• Applied research – the research process 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.

– any conclusions drawn are based upon hard evidence gathered from information collected from real-life experiences or observations

– E.g. • policy formulation, administration and the enhancement of understanding of

a phenomenon.

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S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Objective perspective

• Descriptive research – attempts to describe systematically a situation, problem,

phenomenon, service or program, or provides information.

– the main purpose of such studies is to describe what is prevalent with respect to the issue/problem under study.

• Correlational research – to discover or establish the existence of a relationship/

association/ interdependence between two or more aspects of a situation.

• Explanatory research – to clarify why and how there is a relationship between two

aspects of a situation or phenomenon.

• Exploratory research – explore an area where little is known or to investigate the

possibilities of undertaking a particular research study 18

S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

Mode of enquiry perspective

• Structured approach – everything that forms the research process (objectives,

design, sample, and the questions that you plan to ask of respondents) is predetermined.

– more appropriate to determine the extent of a problem, issue or phenomenon.

– quantitative research

• Unstructured approach – allows flexibility in all these aspects of the research

process.

– predominantly used to explore its nature, variation/ diversity per se in a phenomenon, issue, problem or attitude towards an issue.

– qualitative research 19

S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

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Translational Research

S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

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Bench to Bedside Concept

S C H O O L O F N U T R I T I O N A N D D I E T E T I C S • U N I V E R S I T I S U L T A N Z A I N A L A B I D I N

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Thank YouThank You

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