HO TECHNICAL UNIVERSITY

Department of Electrical & Electronic Engineering

RESEARCH METHODOLOGY
COMPREHENSIVE EXAM STUDY GUIDE

Covers All Exam Sections:

Section A: Objectives (MCQs) | Section B: Case Study | Section C: Set Topics

2024 / 2025 Academic Year

 SECTION A — OBJECTIVE QUESTIONS (MCQ PREP)

This section covers 20 multiple-choice questions. These questions test definitions, concepts, and
distinctions. Below are the most important terms and practice questions organised by topic.

KEY DEFINITIONS — Quick Reference Table

Memorise these. They form the basis of most MCQ options.

Research A systematic and scientific process of inquiry aimed at discovering,

interpreting, and revising facts, theories, or applications.
Hypothesis A tentative statement or educated guess about the relationship between two or
more variables, subject to testing.
Variable Any characteristic, number, or quantity that can be measured or counted. Can
be independent, dependent, or confounding.
Independent Variable The variable manipulated or controlled by the researcher to observe its effect.
Also called the predictor variable.
Dependent Variable The variable that is measured and expected to change due to the independent
variable. Also called the outcome variable.
Validity The degree to which a research instrument actually measures what it is
intended to measure.
Reliability The consistency of a research instrument to produce the same results under the
same conditions over time.
Population The complete set of individuals, objects, or events from which data can be
collected for a study.
Sample A subset of the population selected to represent the whole population in a
study.
Sampling The process of selecting a representative subset from a population for study.
Data Raw facts and figures collected for the purpose of analysis. Can be primary or
secondary.
Primary Data Data collected directly by the researcher for a specific research purpose (e.g.,
surveys, experiments).
Secondary Data Data previously collected by others, used for a different or the same purpose
(e.g., journals, reports, textbooks).
Qualitative Research Research that explores phenomena through non-numerical data such as words,
descriptions, and meanings.
Quantitative Research Research that collects and analyses numerical data to identify patterns, test
hypotheses, and generalise findings.
Research Design A plan or blueprint that guides the collection, measurement, and analysis of
data in a study.
Literature Review A critical summary and evaluation of existing research on a topic, identifying
gaps the current study addresses.
Conceptual Framework A visual or written product that explains, either graphically or in narrative
form, the main things to be studied.
Theoretical Framework The theory or theories that underpin the study and guide the research direction.
Sampling Error The difference between sample results and the true population value due to
chance in sample selection.
Bias Any systematic error that distorts research findings, often favouring a
particular outcome.
Research Ethics Moral principles guiding conduct in research — including informed consent,
confidentiality, and non-maleficence.
Informed Consent A participant's voluntary agreement to take part in a study after being fully
informed of its purpose and risks.
Plagiarism Using someone else's work, ideas, or words without proper acknowledgement
or citation.
Citation A reference to a source of information used in a research work, giving credit
to the original author.
Abstract A brief summary (150–250 words) of a research study including purpose,
methodology, findings, and conclusions.
Research Problem A specific issue, difficulty, or gap in knowledge that the researcher intends to
investigate and address.
Research Objective A clear, specific, and measurable statement of what the research intends to
achieve.
Research Question A precise question the study is designed to answer, guiding the data collection
process.
Null Hypothesis (H0) A hypothesis stating there is no significant relationship or difference between
variables.
Alternative Hypothesis (H1) A hypothesis stating there IS a significant relationship or difference between
variables.
Operationalisation The process of defining a concept in terms of how it will be measured or
observed in the study.
Case Study An in-depth investigation of a single individual, group, event, or phenomenon
in its real-life context.
Survey A research method using questionnaires or interviews to collect data from a
large number of respondents.
Experiment A controlled study where the researcher manipulates an independent variable
to measure its effect.
Longitudinal Study A study that follows the same subjects over a long period of time to observe
changes.
Cross-Sectional Study A study that collects data from a population at one specific point in time.
Triangulation Using multiple methods or data sources to verify and increase the validity of
research findings.
Peer Review An evaluation process where experts in a field examine research before it is
published.
Empirical Research Research based on observed and measured phenomena, using evidence from
direct experience.

PRACTICE MCQ QUESTIONS WITH ANSWERS

📌 EXAM TIP: In MCQs, watch for words like 'BEST', 'MOST', 'NOT', 'ALWAYS', 'EXCEPT'.
These change the correct answer entirely.

1. Which of the following BEST describes a hypothesis?

Answer: A testable statement about the relationship between variables
Why: A hypothesis must be falsifiable and testable. It is not a fact or a conclusion — it is an educated
prediction.
2. The variable that is deliberately manipulated by the researcher is called the ___.
Answer: Independent variable
Why: The researcher controls the independent variable. The dependent variable is what gets measured as
a result.
3. Which research approach uses numerical data and statistical analysis?
Answer: Quantitative research
Why: Quantitative research deals with numbers and statistics. Qualitative research deals with descriptions
and meanings.
4. Validity in research refers to:
Answer: Whether an instrument measures what it is supposed to measure
Why: Reliability = consistency. Validity = accuracy/correctness of measurement. These are two different
concepts.
5. A researcher studying 200 students out of a total of 5,000 is working with a:
Answer: Sample
Why: The 5,000 students are the population. The 200 selected are the sample used to represent the whole
group.
6. Which of the following is an example of PRIMARY data?
Answer: Data collected through a questionnaire distributed by the researcher
Why: Primary data is firsthand — collected directly. Secondary data is secondhand — already collected by
someone else.
7. A literature review serves primarily to:
Answer: Identify existing knowledge and gaps that justify the study
Why: A literature review builds the academic context for your study, showing what has been done and what
is missing.
8. Informed consent is an example of a principle related to:
Answer: Research ethics
Why: Ethics in research includes informed consent, confidentiality, voluntary participation, and avoiding
harm.
9. Which of the following is NOT a characteristic of good research?
Answer: Biased data collection to support a pre-determined conclusion
Why: Good research is objective, systematic, empirical, replicable, and ethical. Bias violates objectivity.
10. The null hypothesis (H0) states that:
Answer: There is no significant relationship between the variables studied
Why: H0 = no effect, no difference. H1 (alternative) = there IS a significant effect or difference.
11. Which type of research design involves collecting data at one point in time?
Answer: Cross-sectional study
Why: Cross-sectional = snapshot at one time. Longitudinal = data collected over a period of time.
12. A study that follows the same group of students for 5 years is known as a:
Answer: Longitudinal study
Why: Longitudinal studies track the same subjects over time, observing changes and developments.
13. The process of converting abstract concepts into measurable indicators is called:
Answer: Operationalisation
Why: E.g., operationalising 'academic performance' as CGPA or test scores.
14. Which sampling method gives every member of the population an equal chance of selection?
Answer: Simple random sampling
Why: Random sampling ensures equal probability of selection. Purposive and convenience sampling do
not.
15. An abstract in a research report should typically be:
Answer: 150–250 words summarising purpose, method, results, and conclusion
Why: Abstracts are brief overviews. They do not cite references or go into detail.
16. Which of the following is a secondary source of data?
Answer: A published journal article from 2020
Why: Secondary sources include books, journal articles, government reports. Primary sources are directly
collected data.
17. Research that involves direct observation of participants without manipulation is called:
Answer: Descriptive research
Why: Descriptive research observes and describes phenomena. Experimental research involves
manipulation.
18. Which section of a research report states the limitations of the study?
Answer: Discussion / Conclusion section
Why: Limitations are typically acknowledged in the Discussion or Conclusion — not in the Introduction or
Methodology.
19. The use of multiple methods to verify findings is called:
Answer: Triangulation
Why: Triangulation strengthens validity by cross-checking results from different sources or methods.
20. Which of these best describes empirical research?
Answer: Research based on observed, measurable evidence from direct experience
Why: Empirical research relies on direct observation or experimentation, not speculation or theory alone.
 SECTION B — CASE STUDY PREPARATION

The case study section presents a real-world research scenario and asks you to identify, analyse, or
critique aspects of it. Below is a full model case study with sample questions and model answers.

HOW TO APPROACH A CASE STUDY

• Read the case carefully at least twice before answering anything.
• Identify the: research problem, objectives, methodology, variables, and findings.
• Link your answers to concepts — don't just describe the story.
• Use research terminology in your answers (validity, reliability, hypothesis, etc.).
• If asked to 'evaluate' or 'critique', address both strengths AND weaknesses.

MODEL CASE STUDY

CASE: Effect of Mobile Phone Use on Academic Performance of Engineering Students at HTU

A researcher at Ho Technical University observed that many students were using mobile phones during
lectures. Concerned about its effect on academic performance, the researcher decided to conduct a study.
A sample of 120 students was selected from a population of 600 engineering students using stratified
random sampling. A structured questionnaire with 30 items was administered to collect data. The study
found a statistically significant negative relationship between time spent on mobile phones during study
hours and students' CGPA. The researcher concluded that mobile phone use significantly reduces
academic performance and recommended that HTU introduce a mobile phone policy for lecture rooms.

SAMPLE QUESTIONS AND MODEL ANSWERS

Q1. State the research problem in this study.

The research problem is the excessive use of mobile phones by students during lectures and study hours,
and its potential negative impact on academic performance at HTU.

Q2. Identify the independent and dependent variables.

Variable Type In This Study
Independent Variable Time spent on mobile phones during study hours
 Dependent Variable Academic performance (measured by CGPA)

Q3. Identify the research design and explain why it is appropriate.

The study used a survey/descriptive correlational design. It is appropriate because the researcher did not
manipulate any variable but instead measured the relationship between two naturally occurring variables
— mobile phone use and CGPA — using a questionnaire.

Q4. Evaluate the sampling method used.

The researcher used stratified random sampling, which is appropriate because the population consists of
different subgroups (e.g., different levels/years of study). By dividing the population into strata and
randomly selecting from each, the sample is more representative than simple random sampling alone. The
sample size of 120 from 600 (20%) is also adequate for this type of study.

Q5. State a suitable null hypothesis for this study.

H0: There is no statistically significant relationship between mobile phone use during study hours and the
academic performance (CGPA) of engineering students at HTU.

Q6. Identify ONE ethical concern and suggest how the researcher should address it.
Ethical concern: Participant confidentiality. Since CGPA is personal data, sharing it could identify and
embarrass students. The researcher should ensure anonymity by not collecting student names or ID
numbers, and should state in the questionnaire that data will be used solely for research purposes and kept
confidential.

Q7. Critique the conclusion drawn by the researcher.

The conclusion that 'mobile phone use significantly reduces academic performance' is partially valid —
the data shows a negative correlation. However, correlation does not imply causation. Other confounding
variables such as study habits, attendance, and personal circumstances may also affect CGPA. The
researcher should have been cautious and stated that mobile phone use is associated with lower
performance, rather than directly causes it.

📌 EXAM TIP: In case study answers, always USE research terminology. Writing 'the researcher
used a survey' earns few marks. Writing 'the researcher employed a descriptive correlational design
using a structured questionnaire, which allowed quantitative data collection for inferential analysis'
earns full marks.
 SECTION C — SET TOPICS (DEEP READING)

Section C requires you to read and write on specific topics. Below are detailed notes on ALL four set
topics.

TOPIC 1: QUANTITATIVE RESEARCH DESIGNS

Quantitative research is a systematic empirical investigation using statistical, mathematical, or numerical

data. It aims to quantify a problem and understand how prevalent it is by looking for projectable results to
a larger population.

1.1 Key Characteristics of Quantitative Research

• Uses structured instruments (questionnaires, tests, measurement tools)
• Generates numerical data that can be statistically analysed
• Aims to test hypotheses and establish cause-and-effect relationships
• Results can be generalised to a larger population if sampling is done well
• Researcher remains objective and detached from the study
• Follows a pre-determined, structured research design

1.2 Types of Quantitative Research Designs

A. Experimental Design
The researcher manipulates at least one independent variable and controls all other variables to observe
effects on the dependent variable.
• Involves random assignment of participants to experimental and control groups. Provides
the strongest evidence for cause-and-effect.: True Experiment
• Similar to a true experiment but lacks random assignment. Used when random assignment
is impractical (e.g., studying existing school classes).: Quasi-Experiment
• Has limited control and no random assignment. Used for exploratory studies. Examples:
one-shot case study, one-group pretest-posttest design.: Pre-Experimental Design
📌 EXAM TIP: If the exam asks 'which design provides the strongest evidence for causality?' — the
answer is TRUE EXPERIMENTAL DESIGN.

B. Non-Experimental Design (Descriptive & Correlational)

No manipulation of variables. The researcher observes and measures variables as they exist naturally.
 • Describes the characteristics of a population or phenomenon. Uses surveys, observations, or
existing records. E.g., 'What is the average CGPA of HTU students?': Descriptive Design
• Examines the relationship (correlation) between two or more variables without
manipulation. E.g., 'Is there a relationship between study hours and exam scores?':
Correlational Design
• Investigates cause-and-effect relationships after the event. Researcher cannot manipulate
variables. E.g., comparing the performance of students who attended tutorials vs. those who
did not.: Causal-Comparative (Ex Post Facto)

C. Survey Design
A structured approach to collecting data from a large number of people using questionnaires or
interviews. Can be cross-sectional (one time) or longitudinal (over time).

D. Longitudinal vs. Cross-Sectional

Feature Longitudinal Cross-Sectional
Time Spans months or years Single point in time
Cost Expensive and time-consuming Cheaper and faster
Best for Tracking change over time Comparing groups at one time
Risk High attrition (dropout) Cannot track change over time
Example Tracking students from Level 100 to 400 Comparing all levels in one semester

1.3 Steps in Quantitative Research

21. Identify and define the research problem
22. Review related literature
23. Formulate research questions and hypotheses
24. Choose the research design
25. Define the population and select the sample
26. Design and validate the data collection instrument
27. Collect data
28. Analyse data using appropriate statistics
29. Interpret results and draw conclusions
30. Write and present the research report

1.4 Data Collection Methods in Quantitative Research

• Questionnaires (Likert scale, closed-ended questions)
• Structured interviews
 • Observation checklists
• Standardised tests
• Measurement instruments (sensors, meters — relevant to your engineering project!)

1.5 Sampling Techniques in Quantitative Research

Simple Random Sampling Every member has equal probability of selection. Use lottery or random
number table.
Stratified Sampling Population divided into subgroups (strata); random sample taken from each
stratum.
Systematic Sampling Every nth item selected from a list (e.g., every 5th student on a register).
Cluster Sampling Population divided into clusters (e.g., classes); entire clusters randomly
selected.
Convenience Sampling Selecting whoever is easily available. Quick but low representativeness.
Purposive Sampling Deliberately selecting participants with specific characteristics (not truly
quantitative).
TOPIC 2: PRINCIPLES OF RESEARCH

Principles of research are the fundamental guidelines and ethical standards that govern how research
should be conducted. They ensure that research is credible, valid, ethical, and contributes meaningfully to
knowledge.

2.1 Core Scientific Principles

1. Empiricism
Research must be based on observable, measurable, and verifiable evidence. Claims cannot be based on
belief or assumption alone — they must be supported by data from direct experience or experimentation.

2. Objectivity
The researcher must remain neutral and unbiased throughout the study. Personal opinions, feelings, and
expectations should not influence data collection, analysis, or interpretation. Objectivity increases the
trustworthiness of findings.

3. Systematic Process
Research must follow a planned, logical, and structured sequence of steps. This includes problem
identification, literature review, methodology design, data collection, analysis, and reporting. Haphazard
investigation is not research.

4. Replicability
A well-conducted study should be replicable — another researcher following the same procedures should
obtain similar results. This is essential for scientific credibility and verification of findings.

5. Validity
Research instruments and methods must measure what they are intended to measure. There are two key
types:
• The degree to which the study accurately establishes a cause-and-effect relationship
between variables.: Internal Validity
• The extent to which the findings can be generalised beyond the study sample to the broader
population.: External Validity

6. Reliability
The research instrument must produce consistent results if used repeatedly under the same conditions. A
thermometer that gives different readings in the same environment is unreliable — the same applies to
research tools.

7. Accuracy and Precision

Data must be collected and recorded correctly. Accuracy refers to being correct; precision refers to being
specific and exact. Both are required for good research.

8. Generalisability
The findings of a study should be applicable to the larger population from which the sample was drawn,
provided sampling was done correctly.

9. Logical Reasoning
Research conclusions must follow logically from the data and analysis. There are two forms:
• Moving from specific observations to general conclusions (common in qualitative
research).: Inductive Reasoning
• Moving from general theory/hypothesis to specific observations (common in quantitative
research).: Deductive Reasoning

2.2 Ethical Principles of Research

Every researcher must uphold ethical standards throughout the study process. The following are the key
ethical principles:

Informed Consent Participants must voluntarily agree to take part after being fully informed of
the study's purpose, risks, and benefits. They have the right to withdraw at any
time.
Confidentiality Personal data collected from participants must not be disclosed to
unauthorised persons. Identities should be protected.
Anonymity Participants' identities should not be linked to their responses, where possible.
Non-Maleficence The research must not harm participants — physically, psychologically,
socially, or economically.
Beneficence Research should aim to do good — contributing to knowledge, solving
problems, and benefiting society.
Honesty and Integrity The researcher must report data truthfully, not fabricate, falsify, or selectively
report findings.
Avoidance of Plagiarism All work of others must be properly cited. Using someone else's work without
credit is academic fraud.
Privacy Participants' personal information must be respected and not intruded upon
 beyond what is necessary.
Voluntary Participation Participation should never be coerced. Participants must freely choose to join
or leave the study.
Data Protection Collected data must be stored securely and used only for the stated research
purposes.

2.3 Characteristics of Good Research

• Purposive — directed towards solving a specific problem
• Rigorous — follows strict standards and procedures
• Systematic — follows an organised plan
• Valid and Reliable — uses accurate and consistent instruments
• Empirical — based on observable evidence
• Critical — the researcher questions and analyses all aspects
• Ethical — respects participants and reports truthfully

📌 EXAM TIP: A common exam question: 'List and explain FIVE principles of good research.'
Know at least 7 with brief explanations.
TOPIC 3: RESEARCH AND PROPOSAL REPORT

3.1 The Research Proposal

A research proposal is a detailed plan that describes what the researcher intends to study, why it is
important, and how it will be carried out. It is written BEFORE the actual research begins and is used to
seek approval, funding, or institutional permission.

3.2 Purpose of a Research Proposal

• To present the research idea clearly to supervisors, committees, or funding bodies
• To demonstrate the researcher's understanding of the topic and methodology
• To plan and structure the study in advance
• To identify potential limitations and ethical concerns early
• To obtain approval before data collection begins

3.3 Structure of a Research Proposal

Section What It Contains

Title Page Title of study, researcher's name, institution, date, supervisor name
Abstract Brief overview (150–250 words) of the planned study — problem,
objectives, method, significance
1. Introduction Background to the study, problem statement, significance, scope, and
limitations
1.1 Background Context and setting of the research problem
1.2 Problem Statement Specific gap or issue the study will address
1.3 Objectives What the study aims to achieve (use action verbs: identify, determine,
assess, examine)
1.4 Research Specific questions to be answered or hypotheses to be tested
Questions/Hypotheses
1.5 Significance Why the study matters — to whom and in what way
1.6 Scope & Limitations The boundaries of the study and acknowledged constraints
2. Literature Review Review of existing research relevant to the topic; identify gaps
3. Methodology Research design, population, sampling, data collection instruments, data
analysis plan
4. Timeline / Work Plan Schedule showing when each phase of the research will occur
 5. Budget (if required) Estimated costs for materials, travel, software, etc.
References List of all sources cited in the proposal (IEEE or APA format)

3.4 The Research Report

A research report is a written account of the COMPLETED research study. It differs from a proposal in
that it reports what was actually done and what was found, rather than what is planned.

3.5 Structure of a Full Research Report (Standard Chapters)

CHAPTER ONE — Introduction

• Background of the Study — contextual overview of the topic area
• Problem Statement — the specific problem motivating the research
• Objectives of the Study — specific, measurable goals (SMART)
• Research Questions — questions the study will answer
• Hypotheses — testable predictions (if applicable)
• Significance of the Study — academic and practical value
• Scope and Delimitations — what is included and excluded
• Limitations — constraints that affected the study
• Definition of Terms — key technical terms used in the study

CHAPTER TWO — Literature Review

• Review of theories relevant to the topic
• Review of empirical studies (previous research on the same topic)
• Conceptual/Theoretical framework
• Identification of research gaps the current study fills

CHAPTER THREE — Methodology

• Research Design — type of design used and justification
• Study Area / Target Population — description of who was studied
• Sample and Sampling Technique — how participants were selected
• Research Instruments — tools used (questionnaire, observation, etc.)
• Validity and Reliability — how instruments were validated
• Data Collection Procedure — how data was gathered
• Data Analysis — statistical tools or methods used
• Ethical Considerations — how ethics were maintained
CHAPTER FOUR — Results and Discussion
• Presentation of findings (tables, charts, graphs)
• Interpretation of results in light of the research questions
• Discussion linking findings to reviewed literature

CHAPTER FIVE — Conclusions and Recommendations

• Summary of key findings
• Conclusions drawn from the findings
• Recommendations for practice and future research
• Limitations acknowledged

References and Appendices

• Full citation list of all sources used
• Appendices: questionnaires, data sheets, letters, ethical clearance forms

3.6 Differences: Proposal vs. Report

Feature Research Proposal Research Report
Purpose Plan for future research Account of completed research
Tense Written in future tense Written in past tense
Results No results included Contains full results & findings
Audience Supervisors / funding bodies Academic community / institution
Timing Before research begins After research is completed
Chapters Usually 3 chapters Usually 5 chapters

📌 EXAM TIP: Common exam question: 'Outline the structure of a research proposal.' Know the
sequence: Title Page → Abstract → Introduction → Literature Review → Methodology → Timeline
→ References.
TOPIC 4: LITERATURE SOURCES AND CHARACTERISTICS

A literature review draws from multiple types of sources. Understanding the categories, characteristics,
and proper use of these sources is critical for both conducting research and passing your exam.

4.1 What Is a Literature Source?

A literature source is any documented material — text, digital, or other format — from which a researcher
can obtain information relevant to their study. The quality and type of source affects the credibility of the
research.

4.2 Types of Literature Sources

A. By Level / Order (Primary, Secondary, Tertiary)

Source Level Description Examples

Primary Sources Original, firsthand accounts or data Journal articles, theses, dissertations,
created at the time of the event or conference papers, patents, lab reports,
research. Highest credibility. original data
Secondary Sources Interpretations, summaries, or analyses Textbooks, review articles,
of primary sources. Created after the encyclopaedias, biographies,
original event. documentaries
Tertiary Sources Compilations or indexes that point to Indexes, abstracts, bibliographies,
primary and secondary sources. Used to databases (Scopus, Google Scholar)
locate others.

B. By Format

Print Sources Books, textbooks, journal articles in print, newspapers, magazines,

government reports
Electronic/Digital Sources Online databases (IEEE Xplore, Google Scholar, JSTOR), e-books, online
journals, websites
Grey Literature Research that is not formally published — working papers, technical reports,
theses not in databases
Audiovisual Sources Documentaries, podcasts, lecture recordings, video interviews
Archival Sources Historical records, letters, official documents preserved in archives
4.3 Characteristics of a Good Literature Source
When selecting sources for a literature review, researchers use the CRAAP Test or similar frameworks to
evaluate quality:

Currency (Recency) How recent is the source? Prefer sources published within the last 5–10 years,
especially in technology and science.
Relevance Does it directly relate to your research topic? Avoid padding your review with
loosely related material.
Authority Who wrote it? Is the author qualified (PhD, professor, expert)? Is the publisher
reputable?
Accuracy Are the claims supported by evidence? Are sources cited? Has it been peer-
reviewed?
Purpose Why was it written? To inform, persuade, sell, or entertain? Research should
use informative/scholarly sources.
Peer-Reviewed Has it been critically evaluated by experts in the field before publication?
Strongest for credibility.
Accessibility Can the full text be accessed and read? Abstracts alone are insufficient for a
full review.

4.4 Specific Literature Sources for Research

1. Academic/Peer-Reviewed Journal Articles

• Most valued source in research
• Published in journals like IEEE Transactions, Elsevier, Springer
• Subjected to peer review before publication
• Contain original research findings

2. Textbooks
• Provide foundational and background knowledge
• Good for definitions, theories, and frameworks
• Less current than journal articles but broadly reliable

3. Theses and Dissertations

• In-depth research by graduate students
• Available through university libraries and databases like ProQuest
• Primary sources — original research
4. Conference Papers / Proceedings
• Present recent and emerging research before full journal publication
• Useful for cutting-edge developments — especially in engineering and technology

5. Government and Institutional Reports

• Published by government agencies, NGOs, World Bank, UN, EPA
• Authoritative data and statistics
• E.g., Ghana Statistical Service reports

6. Online Databases and Search Engines

Google Scholar Free academic search engine covering all disciplines
IEEE Xplore Engineering, electronics, and computer science papers
PubMed Biomedical and health science literature
JSTOR Arts, humanities, and social sciences
Scopus / Web of Science Broad multidisciplinary databases; track citations
ResearchGate Academic social network where researchers share papers

7. Newspapers and Magazines

• Useful for current events and public opinion
• Not peer-reviewed — use with caution; cite specifically
• Acceptable for context, not for scientific claims

4.5 How to Cite Sources — IEEE Format (HTU Standard)

At HTU, the IEEE citation format is used. Here are the key rules:
• In-text citation: use a number in square brackets, e.g., [1], [2], [3]
• Reference list: numbered sequentially in the order they appear in text
• Journal article format: Author(s), 'Title,' Journal Name, vol., no., pp., Year.
• Book format: Author(s), Title. City: Publisher, Year.

Examples:
[1] J. K. Mensah, 'Water Quality Monitoring using Arduino Sensors,' IEEE Sensors Journal, vol. 21, no. 4,
pp. 4550–4558, 2021.
[2] C. R. Kothari, Research Methodology: Methods and Techniques, 3rd ed. New Delhi: New Age
International, 2014.
4.6 Common Mistakes in Using Literature Sources
• Using sources older than 10 years without justification
• Citing Wikipedia or non-scholarly websites as academic sources
• Only using secondary sources — no primary/empirical studies
• Copying text without proper citation (plagiarism)
• Including sources in references that were never cited in the text
• Failing to critically analyse sources — just summarising without linking to your research

📌 EXAM TIP: Exam question: 'Distinguish between primary and secondary sources with examples.'
Memorise at least 3 examples for each. Also know the characteristics of a GOOD source (CRAAP
framework: Currency, Relevance, Authority, Accuracy, Purpose).
 EXAM STRATEGY SUMMARY

LAST-MINUTE REVISION CHECKLIST

Section A — MCQs
• Know definitions of at least 30 key research terms
• Understand the difference between validity and reliability
• Know independent vs. dependent variables
• Know types of research (qualitative vs. quantitative, descriptive, experimental)
• Know sampling methods and when each is used
• Know H0 vs. H1 and what they state
• Watch for 'NOT', 'EXCEPT', 'BEST' in MCQ stems

Section B — Case Study

• Identify: research problem, variables, design, sampling, ethics in any scenario
• Always use research terminology in your answers
• For 'critique' questions: give BOTH strengths and weaknesses
• Remember: correlation ≠ causation
• Construct a null hypothesis: 'There is no significant relationship between X and Y'

Section C — Set Topics

• Quantitative designs: Know experimental, quasi-experimental, descriptive, correlational,
longitudinal, cross-sectional
• Principles of research: Know at least 7 — empiricism, objectivity, validity, reliability,
replicability, ethical, systematic
• Research report structure: Know Chapters 1–5 and what each contains
• Proposal vs. Report: Know the key differences (tense, purpose, chapters)
• Literature sources: Know primary, secondary, tertiary; know CRAAP framework; know IEEE
citation format

GOOD LUCK, MO! YOU'VE GOT THIS!