Women's University in Africa

MCSSP114 ADVANCED RESEARCH METHODS

PREAMBLE

 The module is designed to provide students with innovative methodologies and equip
them with analytical concepts and methods to research the social world and make a
difference in the area of social innovation and social policy. The principal aim of this
course is to assist students in the process of identifying ‘research’ topics and problems,
and to provide them with a logical framework in which to consider such problems, the
associated methodologies and the results. This makes the module a necessary pre-
requisite for the Masters dissertation. It has an extensive focus on the use of advanced
quantitative and qualitative research skills in a multi-disciplinary social science
environment. It is concerned with the formulation of research questions or hypotheses
and the design of the research process and the ensuing process of investigation. This
course will introduce students to more complex study designs and higher-level critical
appraisal. Several research methods will be explored in depth with consideration of both
quantitative, qualitative and mixed-methods designs. The course addresses a wide
range of research methods including various methods of data collection and analysis.
The main aim of the course is for students to develop an understanding of the research
process, and to address this aim.
Introduction to research

 Research is driven by the desire to better understand human

society.
Definitions of Research

 Research is a systematic investigation or activity to gain new

knowledge of already existing facts(Pandey and Pandey2015,
Patil and Mankar 2016
 Payton (1979): Defines research as "a systematic, formal,
rigorous and precise process employed to gain solutions to
problems or to discover and interpret new facts and
relationships"
 Creswell (2008): States that research is "a systematic
investigation aimed at establishing facts," which involves
gathering data and information to advance knowledge
Definitions cont…

 Kothari (2004): Defines research as "an original contribution to

the existing stock of knowledge making for its development,"
emphasizing the systematic approach to generalizations and
theory formulation
 Kerlinger (1973): Describes research as "a systematic
controlled, empirical and critical investigation of hypothetical
propositions about the presumed relations among natural
phenomena"
CONCEPTUALISING RESEARCH

 Research in social sciences is a systematic investigation aimed at

understanding human behavior, social structures, and cultural
phenomena. It employs both qualitative and quantitative
methods to gather and analyze data about societies, interactions,
and institutions.
 Research is scientific and it is a craft that seeks to answer Key
questions
PHILOSOPHICAL
UNDERPINNINGS OF
RESEARCH

Approaches to social research are based on philosophical ideas
about the world and the nature of knowledge namely:
 Ontology-Nature of reality(cotty,2003 cresswell,[Link]
influences researchers assumptions about knowledge
 Epistemology- How the researcher knows what they know
 Axiology-the role of values in research
 Methodology
Research Paradigms

Positivist interpretivism
 emphasizes observable,  emphasizes understanding the
empirical evidence derived from subjective meaning of social
scientific methods. phenomena. Creswell (2014):
 describes interpretivist research
rooted in positivism, a school of
as an approach that focuses on
thought that asserts that
the "meanings individuals or
knowledge should be based on
groups ascribe to a social or
natural phenomena and their
human problem," highlighting
properties and relations
the importance of context and
 emphasizes objectivity and the understanding.
use of quantitative methods
TYPES OF RESEARCH

 EXPLANATORY RESEARCH
used to gain a deeper understanding of the underlying reasons,
causes, and relationships behind a particular phenomenon.
useful when the phenomenon has not been extensively studied,
allowing researchers to develop new theories and collect additional
data.
 aims to explain why and how certain events occur, establishing
cause-and-effect relationships between variables.
Exploration, Description, Explanation – Research Methods for the So
cial Sciences: An Introduction
Descriptive Research

 Descriptive research is defined as a methodological approach

that seeks to depict the characteristics of a phenomenon or
subject under investigation.
 It is primarily concerned with answering "what," "where,"
"when," and "how" questions, but not "why" questions.
What is Descriptive Research? Definition, Methods, Types and Exam
ples |
[Link]
Aspect Qualitative Research Quantitative Research
To explore and understand To test hypotheses,
Purpose meanings, experiences, and measure variables, and
concepts. determine relationships.
Nature of Non-numerical data (text, Numerical data (statistics,
Data images, audio). graphs).
Interviews, focus groups,
Data Surveys, experiments,
observations, open-ended
Collection structured questionnaires.
surveys.
Statistical analysis,
Data Thematic analysis, content
descriptive statistics,
Analysis analysis, narrative analysis.
inferential statistics.
Research Flexible and emergent; can Structured and fixed;
Design evolve during the study. predetermined methods.
Larger, random samples
Typically smaller, non-
Sample Size that allow for
random samples.
generalization.
Rich, detailed descriptions Generalizable findings and
Outcomes
and insights. predictions.
Researcher is a key Researcher maintains
Researcher's
instrument; subjective objectivity; often detached
Role
interpretation is involved. from participants.
Measurement and
Contextual understanding;
Focus quantification; breadth over
depth over breadth.
depth.
UNIT 2 ETHICS IN RESEARCH

OBJECTIVES:
 Examine the rationale for ethics in research
 Analyze ethical dilemmas and challenges in social research
 describe ways in which child sensitive researches can be
conducted
Why Ethics in Research

 When one is dealing with people there is need to think of the

safety of the people they are dealing with.
 There are various ethical considerations that researchers should
adhere to such as :
 Minimizing harm
 Respecting autonomy
 Protecting and respecting privacy
 Offering Reciprocity
 Informed consent and assent
Ethical issues in research
involving children
 Research involving children presents unique ethical challenges that must be
carefully considered to protect their rights and welfare. Some key ethical issues
include:
Right to Withdraw

 Voluntary Participation: Children should be informed that

participation is voluntary and that they can withdraw at any time
without penalty. Researchers need to create an environment
where children feel safe to express their willingness to continue
or discontinue participation.
INFORMED CONSENT AND
ASSENT
 Complexity of Consent: Obtaining informed consent from
children is complicated. While parents or guardians can provide
consent, children must also be assented, meaning they agree to
participate in a way that is appropriate for their age and
understanding.
 Understanding: Researchers must ensure that children
comprehend the research purpose, procedures, risks, and
benefits in a language and manner suitable for their
developmental level.
Vulnerability

 Power Dynamics: Children are inherently vulnerable and may

feel pressured to participate in research, especially if it involves
authority figures like teachers or healthcare providers.
 Exploitation Risk: Researchers must be vigilant to avoid
exploiting children's dependency on adults for consent and
participation.
Privacy and Confidentiality

 Data Protection: Researchers must take extra precautions to

protect children's identities and personal information. This
includes secure data storage and anonymization of data.
 Disclosure Risks: There is a risk that sensitive information
disclosed by children could harm them or their families if
confidentiality is breached
Risk of Harm

 Physical and Emotional Risks: Researchers must evaluate and

minimize any potential physical or emotional harm that could
arise from participation. This includes considering the impact of
questions or activities on a child’s well-being.
 Long-term Consequences: The potential long-term impact of
research participation on a child’s development and social
relationships should also be considered.
Researcher Responsibility

 Duty of Care: Researchers have a responsibility to act in the

best interests of child participants. This includes being attentive
to signs of distress or discomfort and taking appropriate action if
needed.
 Training and Competence: Researchers must be adequately
trained to work with children, understanding their developmental
needs and ethical considerations specific to this population.
Cultural Sensitivity

 Cultural Context: Research involving children must consider

cultural norms and values that may affect participation and
consent processes. Researchers should be sensitive to how
cultural differences impact children’s perceptions of research.
References

 American Psychological Association. (2017). Ethical Principles of

Psychologists and Code of Conduct.
 United Nations Convention on the Rights of the Child. (1989).
 British Psychological Society. (2014). Code of Human Research
Ethics
Unit 3: Qualitative Research

Objectives of this Unit:

 Explain various qualitative research designs
 Explore data collection methods involved in qualitative
research
 Present and analyze qualitative data
The Qualitative Research design

 refers to the systematic planning and structuring of a study

aimed at exploring and understanding human experiences,
behaviors, and social phenomena.
 emphasizes depth and richness of data through various non-
numerical methods.
Narrative research

 is a qualitative research method that focuses on the stories and personal

accounts of individuals to understand their experiences, meanings, and the
contexts in which they occur.
 emphasizes the significance of storytelling as a means of making sense of life
events and fostering connections between individuals and their experiences.
Phenomenological research

 Phenomenological research is a qualitative research approach that seeks to

understand and describe the lived experiences of individuals regarding a particular
phenomenon. It focuses on the meanings that individuals assign to their
experiences, providing insights into their perceptions and feelings.
Phenomenological research
conti…
1. Focus on Lived Experience: Phenomenology emphasizes understanding individuals'
subjective experiences and how they perceive and make sense of those experiences.

2. Descriptive Approach: Researchers aim to describe the essence of experiences rather

than explain or analyze them. This involves capturing the richness of participants'
narratives.

3. Bracketing: Researchers strive to set aside their own preconceptions and biases (a
process known as "bracketing") to better understand participants' perspectives.

4. In-Depth Interviews: Data collection commonly involves in-depth, open-ended

interviews that allow participants to share their thoughts and feelings freely.

5. Thematic Analysis: Researchers analyze the data to identify common themes and
patterns that emerge from the participants' descriptions.
Case study

 Case study research is one of the approaches in which a researcher can use either
qualitative or quantitative research methods
 It is a method that involves an in-depth, contextual analysis of a specific
phenomenon, organization, event, or individual
 particularly useful for exploring complex issues in real-life settings and can
provide rich, detailed insights.
Grounded theory

• Grounded Theory is a qualitative research methodology

that aims to generate theory from data systematically
collected and analyzed. It was developed by sociologists
Barney Glaser and Anselm Strauss in the 1960s as a way to
understand social processes and interactions.
• Grounded Theory emphasizes an inductive process, where
researchers generate theories based on the data collected
rather than testing existing theories.
Ethnography

 is a qualitative research method that involves the in-depth study

of people and cultures in their natural environments. It aims to
understand the social practices, behaviors, and meanings that
individuals attribute to their experiences. Ethnography is widely
used in anthropology, sociology, and related fields to explore the
complexities of human life.
Unit 4 Quantitative Research

 Quantitative research is a systematic investigation that

primarily focuses on quantifying relationships, behaviors,
phenomena, or patterns within a population using statistical,
mathematical, or computational techniques. This type of research
involves the collection and analysis of numerical data to identify
trends, test hypotheses, and make predictions.
KEY FEATURES OF QUANTITATIVE RESEARCH

1. Objective Measurement: Quantitative research relies on objective data

collection methods, such as surveys, experiments, and observational
studies, to measure variables and phenomena.
2. Statistical Analysis: The data collected is analyzed using statistical
methods to draw conclusions, test hypotheses, and make inferences about
the population.
3. Structured Approach: Quantitative research typically follows a
structured design, often including clearly defined research questions,
variables, and procedures.
4. Replicability: The methods and procedures used in quantitative research
are designed to be replicable, allowing other researchers to reproduce the
study and verify results.
5. Generalization: Findings from quantitative research can often be
generalized to a larger population if the sample is representative.
The Survey

 John W. Creswell (2014)defines a survey as a research method

used to collect information from a sample of individuals to
understand their opinions, attitudes, behaviors, or
characteristics. Surveys are typically structured instruments that
consist of a series of questions designed to gather quantitative
data, which can be analyzed statistically to make inferences
about a larger population.
Types of Surveys

Cross sectional longitudinal

• Carried out at just one  Longitudinal

point in time  Longitudinal surveys can come in

two forms ie
• Usually take a descriptive  Cohort surveys:
or explanatory form  Trend surveys
UNIT 5: UNIVARIATE
QUANTITATIVE DATA ANALYSIS
 involves the examination of a single variable to summarize and describe its
characteristics. This analysis is fundamental in statistics and provides insights
into patterns, trends, and distributions within the data.
Key Characteristics
 Single Variable Focus: univariate analysis focuses solely on one variable at
a time, allowing for detailed understanding.
 Descriptive Statistics: Common techniques include calculating measures of
central tendency (mean, median, mode) and measures of variability (range,
variance, standard deviation).
 Data Visualization: Visual tools such as histograms, bar charts, and box plots
are often used to illustrate the distribution and characteristics of the variable.
 Distribution Analysis: Univariate analysis examines how data points are
distributed across different values, identifying patterns such as normal
distribution, skewness, and kurtosis.
Quantitative Data analysis
Procedure
 Creswell 2014 outlines the following 6 steps involved in
Quantitative data analysis:
 Reporting the response rate
 Presenting results in tables or figures
 Discussing method by which response bias will be determined
Methods for analyzing
Quantitative data

[Link] and Prepare the Data:

•Transcribe interviews, focus group discussions, or any other qualitative data collected.
•Organize the data in a manageable format, such as spreadsheets or qualitative data analysis software, to fac
2. Read Through the Data:
•Familiarize yourself with the entire dataset by reading through it multiple times.
•Take notes on initial impressions, recurring themes, or interesting points that stand out.
[Link] the Data:
•Begin the coding process by identifying segments of data that represent meaningful ideas or concepts.
•Use open coding to generate initial codes, followed by axial coding to explore relationships between codes.
[Link] Themes:
•Group the codes into broader themes or categories that capture the essence of the
data.
•Look for patterns, similarities, and differences across the data to develop a
coherent narrative.
[Link] the Data:
•Analyze the themes in relation to the research questions and theoretical
framework.
•Consider the implications of the findings and how they contribute to existing
knowledge or practice in the field.
6 Report the Findings:
•Present the analysis in a clear and organized manner, using narrative descriptions,
quotes from participants, and visual aids when appropriate.
•Discuss the significance of the findings, limitations of the study, and suggestions for
future research.
Methods for analyzing data

Measures of Central Tendency

 A)The mode-It is the most common frequently occurring value or
number in a distribution
 B) Median- It is a measure of central tendency for one variable
that indicates the point or score at which half of the cases are
higher and half are lower, that is the middle point of a
distribution
 C) The Mean- also known as the arithmetic average, it is the most
widely used for interval and ration level data
BIVARIATE AND MULTIVARIATE
QUANTITATIVE DATA ANALYSIS
 Definition: Bivariate analysis involves examining the relationship between two
quantitative variables. The goal is to determine how one variable may affect or
relate to another.
 Multivariate Quantitative Data Analysis
 Definition: Multivariate analysis involves examining relationships among three or
more quantitative variables simultaneously. This allows for a more
comprehensive understanding of complex data structures.
BIVARIATE common types

1. Correlation Analysis:
o Pearson Correlation Coefficient: Measures the strength and direction of
the linear relationship between two continuous variables, ranging from -1
to 1.
o Spearman Rank Correlation: Used for non-parametric data to assess the
strength and direction of association between two ranked variables.
2. T-tests:
o Used to compare the means of two groups to see if they are statistically
different from each other, often applied when one variable is categorical.
Bivariate common Techniques

[Link] Linear Regression:

o Models the relationship between a dependent variable (Y) and one independent variable (X) using the equation
Y=a+bX+ϵY = a + bX + \epsilonY=a+bX+ϵ, where aaa is the intercept, bbb is the slope, and ϵ\epsilonϵ is the error
term.

4 .Scatter Plots:

o Visual representations of the relationship between two quantitative variables, allowing for the identification of
patterns, trends, or correlations.
MutivariateCommon Techniques

 :

1. Multiple Regression Analysis:

o Extends simple linear regression to model the relationship between one dependent variable and
multiple independent variables. The equation is Y=a+b1X1+b2X2+...+bnXn+ϵY = a + b_1X_1 +
b_2X_2 + ... + b_nX_n + \epsilonY=a+b1​X1​+b2​X2​+...+bn​Xn​+ϵ.

2. Multivariate Analysis of Variance (MANOVA):

o Tests for differences in multiple dependent variables across different groups. It assesses whether
the means of the dependent variables differ by group.

3. Factor Analysis:
o A technique used to identify underlying relationships between variables by grouping them into
factors. This reduces data complexity and identifies latent constructs.
Multivarite techiques (continued)

1. Cluster Analysis:
o Groups a set of observations into clusters based on similarity across multiple variables.
It is commonly used in market segmentation and pattern recognition.

2. Principal Component Analysis (PCA):

o A dimensionality reduction technique that transforms a large set of variables into a
smaller one while retaining most of the original variance.

3. Structural Equation Modeling (SEM):

o A comprehensive statistical approach that combines multiple regression and factor
analysis to examine complex relationships among variables, including latent
constructs.
UNIT 7 MIXED METHODS
APPROACH
 A methodology that combines qualitative and quantitative research techniques
within a single study to provide a more comprehensive understanding of a
research problem. This approach leverages the strengths of both qualitative and
quantitative methods to yield richer and more nuanced data.
 Key Characteristics
1. Integration of Methods: Mixed methods involve collecting and analyzing both
qualitative and quantitative data, integrating the results to draw more robust
conclusions.
2. Complementarity: The qualitative data can provide context and depth to the
quantitative findings, while quantitative data can validate and generalize
qualitative insights.
3. Flexibility: Researchers can adapt the design and methods based on the specific
research questions and context, allowing for a tailored approach.
4. Iterative Process: The mixed methods design often involves iterative cycles of
data collection and analysis, refining ques
Types of mixed methods designs

 Convergent Design: Qualitative and quantitative data are collected

simultaneously but analyzed separately. The results are then compared and
integrated to provide a comprehensive understanding of the research question.
 Explanatory Sequential Design:starts with quantitative data collection and
analysis, followed by qualitative data collection to explain or elaborate on the
quantitative findings.
 Exploratory Sequential Design: qualitative data is collected first to explore a
phenomenon, followed by quantitative data collection to test or generalize the
qualitative findings.
 Embedded Design: One type of data (qualitative or quantitative) is embedded within a
larger study primarily focused on the other type. This allows for supplementary insights
 Transformative mixed method:
Rationale for mixed methods

 Participant enrichment
 Instrument fidelity
 Treatment integrity
 Significant enhancement
 Complementarity
 triangulation
Why conduct research?

 Knowledge Advancement: Research contributes to the advancement of knowledge in a

specific field. It helps to uncover new insights, validate existing theories, and challenge
established beliefs, thereby enhancing our understanding of complex issues.
 Informed Decision-Making: Research provides evidence-based information that aids
decision-makers in formulating policies, strategies, and practices. This is particularly
important in fields such as public health, education, and social sciences, where data-driven
decisions can significantly impact communities.
 Identifying Needs and Gaps: Through research, organizations can identify the needs
and gaps within a population or community. This is crucial for developing targeted
interventions and programs that address specific issues effectively.
 Evaluating Programs and Interventions: Research allows for the assessment of the
effectiveness of programs and interventions. By collecting and analyzing data, researchers
can determine what works, what doesn’t, and why, leading to improved practices and
outcomes.
 Enhancing Methodological Rigor: Conducting research fosters the development of
robust methodologies. It encourages researchers to refine their techniques for data
collection and analysis, ensuring that findings are reliable and valid.
Research Proposal

A research proposal is a detailed plan that outlines a proposed research project.

It serves several important functions in the research process as shown below
Components of a research
proposal
1. Proposal title This must be researchable and explicit
about the intention of the intended
research. It should be concise and
descriptive. For example, the phrase “An
Investigation of . . .” could be omitted.
Often titles are stated in terms of a
functional relationship, because such titles
clearly indicate the independent and
dependent variables. However, if possible,
think of an informative but catchy title. An
effective title not only pricks the reader’s
interest, but also predisposes him or her
favourably towards the proposal.
Background to the study

2. Background to the This places the study into some intelligible context, giving broad
Study detail about some issues that relate to it. · What led you to this
research problem in the first place? · Is the problem political,
social, geographical, economic or other in context? · In what
other dimensions does it manifest itself? · What gap does the
present study fill? You obviously will refer to a lot of literature
here. This must be properly cited.
Statement of the problem

3. Statement of the What is the problem to be solved? You might want to phrase this
Problem in question form. Whatever and however you choose to approach
this, it should embrace the following characteristics: a.
Researchable (is it possible to investigate empirically?) b. Is it
possible to collect and analyse scientific data related to the
problem?) c. Is the statement written in clear and unambiguous
language? d. Does the problem chosen offer definite sources of
information that is collectible and can answer the key questions
sufficiently? e. How does the statement of the problem
systematically relate to its sub-problems, research questions or
hypotheses?
Purpose of the study

4. Purpose of · What does the study seek to

the Study accomplish and how? · Will it
explore, describe, explain or
infer or even still, replicate what
is already known?
Research objectives

5. Research  What are the objectives of

Objectives the study?
Research Questions

6. Research These should be developed

Questions/Su from research problems and can
b-Problems be written as mere statements.
They should be amenable to
definite answers, analytical
answers supported by collected
and processed data. · What are
Statement of Hypothesis

7. Statement of Hypotheses are ‘intelligent guesses’ or ‘problem

Hypotheses answers’ to the research questions or sub-problems or
simply tentative answers to the same research
questions or sub-problems. · Hypotheses are
statements about the expected relationships among
variables. · Each hypothesis will be tested from
analyses of the researched data collected. Researchers
that are not confident in employing statistical testing
of hypotheses should opt for research questions
instead of stating hypotheses in their study. ·
Hypotheses can be written (stated) in null or
directional (alternate) form.
Significance of the study

8. Significance
(or · What is the importance of the study? Point out
Importance of the how the solution to the problem or the answer to
Study) the research question can influence theoretical or
practical frameworks of your study focus. ·
Why is this study worth your time, effort and
expense? · What practical benefits is the study
likely to bring and who would benefit from the
study and how will the benefits be especially
felt? · How does the study provide benefits to
the methods that will be used in collecting,
presenting and analysing data in the field that
has been chosen?
Justification of the study

9. Justification  Why should the study be

of the Study conducted?
 Why should the study be
approved?
 What is the gap that your
study intends to close?
Assumption of the Study

10. Assumptions of · What are the unverified statements of the

the Study study? These should not, however, be the object
of the research, but instead strengthen the basis
of your research. · The assumptions, like the
significance of the study should have practical
and theoretical implications. Without these
assumptions, your research cannot be carried
out. · What certain facts do you hold about the
study? These are the assumptions that your
study makes which would influence your
research findings.
Definition of Terms

11. Definition of These should be terms that are peculiar to

Terms your research project and needing to be
defined for the layperson reading the work.
The definitions must be practical and
contextualised to the study. Dictionary
definitions are barely adequate and/or
acceptable. Consistency of these terms
throughout the project is ideal. They
should define variable in operational terms
- they either be observable or measurable
for manipulation scientifically.
Scope of the study

This refers to the delimitations or boundaries of the study. ·

What is included in the study? · What are its conceptual and
12. Scope (Delimitation) practical or physical boundaries? · What are and not its
of the Study concerns? · How far does the study go into the treatment of the
given issues and where does it stop? · How wide is the field
from which the study will source its data? Delimitations should
show what is included in the study such as the population, the
variables, etc.
Limitations of the study

13. Limitations · What conditions beyond your control

of the Study that may place restrictions on the
conclusions of the study? · What is their
application to other situations? In other
words, what are the weaknesses or
constraints of the study and what
compensatory factors are there
that make the study valid and reliable?
Theoretical framework

14. Theoretical  What is the theoretical/conceptual

Framework or
Conceptual
framework of your study?
Framework  How does such a framework underpin
your study?
NB. Have either a theoretical
framework or a conceptual
framework, depending on the nature
of your study.
Brief review of literature

15. Brief Review of  Provide a brief literature review,

the Related
Literature
citing major scholarly publications
and findings on the subject under
study.
 What has been discovered or
observed by other scholars in
relation to the issue under study?
 To what extent is the issue under
study been covered by other
scholars?
Research methodology

16. Research · What are the descriptions of the format and

Methodology theoretical structure under which the research will
be carried out? · What steps will be taken in order
to safeguard the validity or authenticity of the
findings? · Identify here the paradigm and approach
of your study, design or plan of the research, e.g.,
experimental design, correlation research design,
historical research design, case study research and
descriptive survey. · Describe the theoretical
framework of the design so as to show its strength
and weaknesses. · Justify the choice of the design
vis-à-vis the context in which the study will be
done. You might also have to state here the
research instruments (to be) used, data collection
procedures, how the data (will be) is presented and
your analysis procedures.
Ethical considerations

17. Ethical  Explain the ethical considerations of your

Consideration study (the dos and don’ts of research.
s  Comply with your organisation’s research
ethics guide.
Summary

18. Summary · Each constituent part of this

proposal/chapter must be highlighted. ·
You may also provide a statement linking
this chapter with the next. · This part of
the research report must summarise the
order of the rest of the report (assuming
that your proposal is already in place). In
other words, give a brief description of the
focus and content of each of the
subsequent chapters of the research report.
References

19. References These should be the works directly quoted,

summarised or paraphrased in your write-
up of the (proposal) project chapter. You
may want to include also, those works not
directly quoted, summarised or
paraphrased, but had some influence on
your thoughts while preparing the write-
up. The recommended citation procedures
should be followed here.
Why carry research cont…

 Contributing to Policy Development: Research findings can

inform policy development by providing empirical evidence that
supports or refutes proposed changes. This is vital for creating
policies that are grounded in reality and that effectively address
societal challenges.
 Building a Knowledge Base: Research contributes to the
creation of a knowledge base that can be referenced by future
studies. This cumulative knowledge is essential for the ongoing
development of disciplines and for fostering innovation.
 Engaging Stakeholders: Research often involves collaboration
with various stakeholders, including community members,
practitioners, and policymakers. This engagement can enhance
the relevance and applicability of research findings.
What to consider when choosing a
research topic
 It must be feasible
 Must be within researcher competence
 It must have realistic boundaries
 It must be original