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Research Methods Course Overview

This document outlines the details of a course on research methods, including the course description, purpose, objectives, learning outcomes, contents, teaching methods, and assessment. The course provides knowledge and skills for conducting basic engineering research, covering topics like research design, methodology, data collection and analysis techniques.

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0% found this document useful (0 votes)
74 views4 pages

Research Methods Course Overview

This document outlines the details of a course on research methods, including the course description, purpose, objectives, learning outcomes, contents, teaching methods, and assessment. The course provides knowledge and skills for conducting basic engineering research, covering topics like research design, methodology, data collection and analysis techniques.

Uploaded by

yoziscijunior
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

ST.

AUGUSTINE UNIVERSITY OF TANZANIA


Faculty of Engineering
Department of Civil Engineering/Electrical Engineering

COURSE NAME: Research Methods


COURSE CODE: CE 328
LEVEL: Bachelor degree
CONTACT HRS: Thursday 0745 – 1045 hrs
VENUE: B1
INSTRUCTOR: Prof. Johnson Mavole
CONSULTATION HRS: Thursdays (0800hrs– 1300hrs) Mobile: 0744076291.
Email: jmavole@[Link]/johnsonsyamp28@[Link]
OFFICE: Academic block Right wing 3rd Floor, office 5&6G

A. Course description
This course provides the knowledge, skills, and protocols to generate and undertake basic
research in Engineering. Basically, it will introduce the study topic and title, study background,
statement of the problem, study objectives and research questions, significance of the study,
study methodology (including types of research design, research approach, data collection
techniques, sampling techniques, data analysis techniques and interpretation, research process
and ethical procedures). At the end of the course, students will be expected to produce a major
research paper focused on the practical needs of related to their program as a way of grounding
themselves to the larger professional community in the Engineering world.

B. Course purpose
This course purposes to enable students to acquire the necessary skills to carry out basic research
in the field of Engineering
C. Objectives
At the end of this course, students are expected to understand the following:-
i) To understand different types of research, their characteristics and application
ii) To understand the strategies needed to formulate and conceptualize the statement of the
problem to intervene in engineering problem solving
iii) To apply different methods of data collection, analyzing data and giving meaning to data
in Engineering
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iv) To understand the process of carrying out scientific research in Engineering

D. Learning Outcomes
At the end of this course, students are expected to have developed the following skills,
knowledge and competencies:-
a) To use research knowledge in describing types of research designs
b) To use research knowledge in describing the chosen research design
c) To employ research skills in developing research proposals
d) To apply concepts and principles of sampling procedures in selecting units of inquiry
e) To apply data collection methods in records and baseline surveys
f) To apply statistical techniques in analysis and interpretation of research data
g) To use presentation techniques in presenting, communicating and interpretation of
research findings
h) To employ research evaluation skills to evaluate research findings

Course status: Core


Credit rating: 6 credits
Total hours spent: 60 hours

E. Course Contents
Topic 1: Introduction to basic research
Defining research
Objectives of the research
Purpose and significance of research
Types of research
Research methods versus research methodology
Research process

Topic 2: Formulation of research problem


Identification of research problem and study background
Criteria for selecting research problem
Conceptual framework
Research variables
Research objectives and hypothesis (how to state research hypothesis)

Topic 3: Literature review


Why literature review
Empirical review
Theoretical literature review
Sourcing for literature review
Identifying literature gaps

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Topic 4: Research methodology
Research designs and their classification
Research approaches, methodology
Data collection methods/techniques and tools
Study population and target population
Sampling techniques and procedures
Sampling frame and sample size
Types and sources of data

Topic 5: Data collection, processing and analysis


Scientific data collection procedures
Data cleaning and editing
Data coding
Data analysis
Role of statistics in data analysis
Qualitative and quantitative data analysis

Topic 6: Data interpretation


Basic concepts in hypothesis testing
Hypothesis testing
Data interpretation
Validity and reliability
Writing research report
Writing research references

F. Teaching and Learning Activities


Lectures, Seminars presentations, in-class assignments field visits, Guest speakers, Videos and
brainstorming discussions
G. Assessment Methods
Assignments, presentations, semester papers
Testing and Grading
Course work (total marks) 40%
Individual assignment 10%
Group assignment 10%
Test 15%
Quiz 5%

Final Examination 60%


Total 100%
H. Recommended Sources

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Kothari, C., R. and Garg, G. (2019) Research methodology: Methods and Techniques. Fourth
Edition. New age international publishers. London, New Delhi, Nairobi. ISBN 978-93-
86649-22-5
Mugenda, O, M. and Mugenda A., G. (2019) Research Methods: Quantitative, Qualitative and
mixed methods approaches. Third edition. Centre for Innovative Leadership and
Governance (CLIG), Nairobi, Kenya. ISBN 9966-41-107-0
Palys, T., & Atchison, C. (2014). Research decisions: Quantitative, qualitative, and mixed
methods approaches (5th ed.). Toronto, Canada: Nelson Education.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and
practice (4th ed.). Thousand Oaks, CA: SAGE Publications.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.).
Thousand Oaks, CA: Sage.
Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in
Education Research? Educational Researcher, 41(1), 16-25.
[Link]
Anderson, T. (2013). Research paradigms: Ontologies, epistemologies, and methods.
Booth, W, C, Colombo, G, G. and Williams, J, M. (2005) The Craft of research. Chicago. The
University of Chicago Press.
De Vaus, D.A. (2001) Research design in Social Research. London. Sage publication
Kirk, J. and Miller, K.L. (2006) Reliability and Validity of qualitative research. Beverly Hills:
CA: Sage Publications

[Link] List
Creswell, J. W. (2008) Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research. Upper Saddle River, NJ: Pearson Education
Creswell, J.W. and Plano C, V. (2007) Designing and Conducting mixed methods Research.
Thousand Oaks, CA: Sage. Organizational Research Methods, 12(4), 801-804
Sekaran, U. (2001) Research Methods: A Skill Building Approach
Cooper, D, R. and Schindler, P, S. (2010) Business Research Methods
Bailey, K.D. (2004) Methods of Social Research, 4th Edition. London. The free press

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Common questions

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Understanding different research methods is essential for engineering students because it allows them to select appropriate methodologies that can provide scientifically valid and reliable results for their investigations. These methods enable students to appropriately design their studies, collect and analyze data accurately, and ultimately, interpret results in a way that aligns with scientific standards. By comprehensively understanding these different types, such as qualitative, quantitative, and mixed methods, students can tailor their research to address specific engineering problems effectively .

Research evaluation skills are essential as they enable researchers to critically assess the relevance, accuracy, and applicability of research findings. They involve analyzing methodologies, interpreting results, and understanding the broader implications of research work. These skills ensure that the conclusions drawn from research are sound and based on evidence. They also encourage researchers to reflect on their research process, improving future research designs and contributing to robust engineering problem-solving .

The ability to formulate a research problem is pivotal for effectively solving engineering problems as it helps to precisely define the scope and focus of the study. This process involves identifying research gaps and articulating the problem's context, which guides the development of objectives, hypotheses, and methodology. Strategies employed in the course include criteria for selecting research problems, understanding conceptual frameworks, and identifying research variables. These strategies ensure that students can understand and apply techniques to create precise and researchable questions .

Hypothesis testing is a fundamental aspect of data interpretation as it determines the likelihood that a given hypothesis about the data is true. In engineering research, it provides a structured framework for analyzing data against the null hypothesis, making it possible to confirm or refute theoretical expectations empirically. Furthermore, the results from hypothesis testing guide the data interpretation and contribute to the transparency and integrity of research reporting by elucidating whether the research findings are statistically significant .

Mixed methods approaches in engineering research combine qualitative and quantitative methods to provide a comprehensive analysis of a research problem. This methodological flexibility allows researchers to explore complex phenomena from multiple perspectives and validate findings through cross-verification. Mixed methods leverage the strengths of both approaches by offering rich, contextual insights alongside precise, numerical data. This combination can enhance the depth and breadth of research findings, making them more robust and applicable to real-world engineering challenges .

Sampling techniques and procedures are crucial in determining the generalizability and validity of research findings. Appropriate sampling ensures that the sample represents the target population, thereby reducing biases and errors. Techniques like random sampling, stratified sampling, and systematic sampling can minimize sampling errors and enhance the reliability of the data collected. Incorrect sampling can lead to skewed results, which can mislead conclusions and recommendations in engineering research .

The course employs a combination of lectures, seminars, presentations, in-class assignments, field visits, guest speakers, videos, and brainstorming discussions to facilitate diverse learning experiences. Assessment is structured through a mixture of individual and group assignments, tests, quizzes, and a final examination. This multi-faceted approach is designed to evaluate students' understanding comprehensively and ensure they develop practical skills necessary for conducting research in engineering .

Distinguishing between qualitative and quantitative data is crucial because each type requires different analytical techniques and interpretation methods. Qualitative data analysis often involves thematic coding, identifying patterns, and exploring meanings, while quantitative analysis typically involves statistical tests and numerical comparison. Recognizing these differences ensures that the data is analyzed appropriately, affecting the credibility and applicability of the research findings in engineering. Incorrectly handling data types can lead to invalid conclusions and affect engineering decision-making .

Literature reviews are crucial for identifying research gaps by providing a comprehensive overview of existing studies and highlighting areas where knowledge is insufficient. They help in formulating research questions that address these gaps. The course guides students through this process by teaching them how to conduct empirical and theoretical literature reviews, source relevant literature, and critically assess previous studies. This guidance equips students with the ability to pinpoint new research opportunities that are grounded in previous work .

Ethical procedures in research include obtaining informed consent, ensuring confidentiality, avoiding conflicts of interest, and maintaining data integrity. This course emphasizes these ethical dimensions by instructing students on the ethical approval process, discussing potential ethical issues in research, and teaching students how to design studies that respect participants' rights and welfare. Addressing these procedures is crucial because they underpin the ethical conduct of any study and uphold the credibility and reliability of the research results .

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