C H A P T E R 1 : OV E R V IE W O N R E S E A R C H

M E T H O D O LO GY

THUONGMAI UNIVERSITY
DEPARTMENT OF RESEARCH METHODOLOGY

MAY, 2019
 1.1. SCIENTIFIC RESEARCH: DEFINITION AND
CLASSIFICATION

1.1.1. Definition
What is research?
• The original term of “research” is “recherche” in French, that means
“searching”
• According to Shuttleworth Martyn (2008) : “research” includes all
activities with regard to collecting data, information and facts for the
advancement of knowledge.
• According to Cresswell (2008): Research is a process of collecting and
analyzing data to increase the understanding about a topic or issue
 1.1. SCIENTIFIC RESEARCH: DEFINITION AND
CLASSIFICATION

1.1.1. Definition
What is research?
• According to the Organization for Economic Co-operation and
Development (OECD): research is a creative work conducted
systematically to enrich the wealth of knowledge, including human
knowledge of culture, society, and the use of this knowledge to
introduce new applications.
 1.1.1. DEFINITION OF SCIENTIFIC RESEARCH

What is science?
• Knowledge includes experimental knowledge and scientific knowledge
 Experimental knowledge is understanding acquired from daily
activities in the relationship between people and people, people and
nature
 Scientific knowledge is understanding systematically acquired from
scientific research activities
• Science includes a system of knowledge related to the rules of nature,
society and thought
 1.1.1. DEFINITION OF SCIENTIFIC RESEARCH

Definition of scientific research

• According to Son&Chien (2015), Scientific research is an activity
that seeks, discovers, examines, investigates or tests new
knowledge, new theories about nature and society.
• Example
The Earth is square replaced by the Earth is round
 1.1.1. DEFINITION OF SCIENTIFIC RESEARCH

Definition of the scientific research method

• The scientific research method is a process which is used to collect data
for decision – making. Research methods may include theoretical
research, interview, survey. The data may be at present and in the past
• Different fields have different scientific methods
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Basic research and applied research

Basic research is a systematic study for the development of knowledge or
understanding of the basic aspects of phenomena.
Basic research focuses on constructing, confirming or refuting theories to
explain observed phenomena
Basic research creates new ideas that may not be used immediately, but
forms the basis of progress and development in different areas.
Example: Research to find the answer to the question: What is the
enterprise structure?
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Basic research and applied research

- Applied research is a systematic investigation on the practical
application of science
- Being conducted to address the practical problems of the contemporary
world, not only to understand but also to develop knowledge
- Research findings is to improve human life
Example: Research on measures to improve agricultural productivity.
1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Deductive & inductive research

Theory

Deductive

Generalizati RESEARCH Hypothesis

on PROBLEM

Inductive

Observation
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Deductive Studies: Inference based on a hypothetical approach - based

on the construction of one or more hypotheses then puts those hypotheses
to reality. The purpose is to evaluate the relevance of the initial hypothesis
Inductive reasoning: to make a conjecture based on inference from the
repeated and unaltered law of certain things and draw the existence of
another unproven event. But it is often related to things that have been
observed before. (Morfawx, 1980)
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Qualitative research and quantitative research

Distinguishing based on data nature:
According to Miles and Huberman (1984), qualitative data takes the form
of words rather than numbers.
According to Yin (2013), "digital data" provides quantifiable evidence while
"non-numerical data" provides qualitative evidence.
Distinguishing based on research orientation: to build a new theory or to
re-examine a theoretical object.
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Qualitative research and quantitative research

The distinction is based on the subjective or objective nature of the
research results:
- Quantitative research is often more objective due to the characteristics of
statistical analysis
- Qualitative research is often more subjective.
 1.1.2 CLASSIFICATION OF SCIENTIFIC RESEARCH

Qualitative research and quantitative research

Distinguishing based on the flexibility of the study:
In Qualitative Research: Researchers can be flexible in collecting data
In quantitative research: It is difficult to have specific, and rigorous
procedures to change the questionnaire, adding new explanations when
the sample is too large.
 1.2. Key terms in scientific research

The term "concept"

The concept is the process of cognitive or human thinking that begins with
perceptions or by observing things that affect the senses.
It can be said that the concept is a form of thinking, which reflects a class of
objects such as things, processes and phenomena through the properties,
characteristics and nature of those objects. The concept of human
understanding of things, phenomena is reflected.
 1.2. Key terms in scientific research

The term "concept"

The concept consists of: the set of basic signs of the object reflected in the
concept and the external (the set of all objects with signs in the meaning of
the concept)
 1.2. Key terms in scientific research

The term "definition"

Definition means the determination in a certain language of the
fundamental characteristics that form the content of the concept of a
thing, phenomenon or process with the purpose of distinguishing it from
other things, phenomena, processes
Defined as a definite logical operation, the implication of the concept
helps to identify objects that the concept reflects.
Example: The rectangle is a rectangle with three right angles
 1.2. Key terms in scientific research

The term "theory"

Theory in scientific research is an abstract model that describes the
nature of natural or social phenomena.
A good theory is a theory that can explain many phenomena, predict
new phenomena and be empirically tested.
Develop new theories by:
Build new theories based on the discovery of existing theory
Build on empirical exploration
Constructed by combining both methods.
 1.2. Key terms in scientific research

The term "model"

Model shows the systematic relationship between factors. Model shows the
rule of things in the form of simplification. The research model
demonstrates the relationship of factors (variables) within the study area.
This relationship should be identified and verified during the research.
 1.2. Key terms in scientific research

The term "model"

Model shows the systematic relationship between factors. Model shows the
rule of things in the form of simplification. The research model
demonstrates the relationship of factors (variables) within the study area.
This relationship should be identified and verified during the research.
 1.2. Key terms in scientific research

The term "model"

Modeling is often based on the theory by synthesizing related theories,
fitting and concretizing theory into variables and relationships of variables,
then proceeding with comparisons. Practical to conduct research.
Model testing will be based on isolating model relationships into individual
hypotheses and then testing the whole hypothesis.
Note: Hypothesis testing should not be confused with model testing
 1.2. Key terms in scientific research

The term "hypothesis"

A scientific hypothesis is a hypothetical (hypothetical) conclusion or
projection of the nature, implications and causes of things, phenomena.
In other words, the hypothesis is a hypothetical answer or a prediction to
answer a question or a research problem.
Hypothesis is not an observation that describes the phenomena of things
that must be verified by reasoning and experimentation.
 1.2. Key terms in scientific research

The term "hypothesis"

Verification of hypothesis is done by logical operations: Proof or refutation.
Proof is a form of reasoning based on scientific conclusions that have been
validated to prove the truth of a hypothesis.
Rejection is a form of proof that indicates the inaccuracy of a judgment.
 1.2. Key terms in scientific research

The term "variable"

Variable is the word used to describe things, the phenomenon of different
variations that the researcher wants to observe.
Two types of variables:
Qualitative variables are defined by a set of characteristics of a category of
non-metric or scale.
Variables (quantitative variables) are represented by units in which the
numbers assigned to each unit of the variable carry the mathematical
meaning.
 1.2. Key terms in scientific research

The term "variable"

In empirical research, it is possible to classify variables into independent
variables and dependent variables
Independence is the factor, the condition when the change on the object
will affect the research results.
Dependent variables are measured and affected during the experiment or
it can be said that the measurement results depend on the change of the
independent variable.
 1.2. Key terms in scientific research

Other terms
Research methodology: The method of conducting research, including
theoretical research, empirical research and non-experimental research.
Data: The premise of every theory. The researcher searches and collects
data and then performs data processing to produce results and perfect or
develop proven theory.
Data consists of two types: secondary data and primary data
1.3. Steps in the research process

Research process
Stage 1: identifying and diagnosing research problem
Stage 2: Building scientific philosophy
Statge 3: Probing scientific philosophy
Stage 4: Presenting scientific philosophy
 1.3. Steps in the research process

Step 1: Identify and select the research problem

Identifying and selecting a research problem is a question of "What is
to prove?
In essence, this is the question that forms the basis for finding
answers through subsequent research activities.
 1.3. Steps in the research process

Step 1: Identify and select the research problem

There are two choice cases
The researcher assigned the topic: The identification and selection of the research problem is
made based on the needs of the agency, research partner for the researcher.
The researcher spontaneously discovers the research problem, which is derived from the
scientific ideas of the researcher.
 1.3. Steps in the research process

Notes:
Researchers must know how to narrow the subject by giving a specific,
precise, and precise problem.
Should not choose the problem is too small, narrow
Research objects must reflect a project undertaken to develop a new
theoretical content or to refine knowledge of a particular field.
 1.3. Steps in the research process

Step 2: Develop scientific theories

The researcher examines the history of the problem, pointing out how far
this has been studied.
Then point out the issues that have been resolved, resolved incorrectly or
have not been resolved
=> To express the urgency of the research problem
The researcher clarified the concepts and tools related to the topic:
For example: "Some measures to improve teaching quality for university
lecturers" need to clarify the concepts: quality, teaching quality,
measures ...
 1.3. Steps in the research process

Step 3: Prove the scientific thesis

The researcher demonstrates the arguments given in step 2 by scientific
arguments.
The proof consists of three parts: Arguments, arguments and methods.
Arguments are justified in scientific research, answering questions that
need to be substantiated
 1.3. Steps in the research process

Step 3: Prove the scientific thesis

Arguments are evidence to prove the point. Includes theoretical arguments
and practical arguments
Method is the method used by the researcher to find the argument and
organize it logically to prove the point
 1.3. Steps in the research process

Step 4: Present the scientific argument

As the researcher writes the report, re-presenting the research process and
selecting the research methodology to the research results can be proved.
This is the last and most important work to present the results of the
research so that readers understand easily
Include: summary, presentation of data, research results.
 1.3. Steps in the research process

The process of thinking is concrete in seven basic steps of doing research

Step 1: Observe things, phenomena
Step 2: Find out and research the problem
Step 3: Build the hypothesis
Step 4: Collect information
Step 5: Develop theoretical and practical arguments
Step 6: Analyze and discuss
Step 7: Conclusion and Recommendation
1.4. Types of scientific research product

[Link] project
- Graduation project is a final report of undergraduate student at
the end of period
Structure of Graduation project
+ Introduction
+ Literature review
+ Theoritical framework and scientific method
+ Research finding and discussion
+ Conclusion and recommendation
+ References lists
 1.4. Types of scientific research product

1.4.2 Master thesis/ dissertation

The structure of master thesis depends on each school. Take a TMU
master thesis an example
-Cover page
- Declaration
-Table of contents
-Abbrevations
-Lists of box, figures, tables, process
-Introduction: Literature review, the importance of research topic,
research objectives, scientific method, research objects & research
scope,
-Chapter 1, 2, 3 present result findings of thesis. TMU encourages
students to use quantitative method based on primary data gathering
via questionnaires, in depth interview, focus group discussion, as well
as practice by statistical software package
 1.4. Types of scientific research product
PhD theis
PhD thesis is a result of PhD student, meanwhile it contains the new
contribution of theory and evidence in specific discipline
The structure of phD theiss depends on the discipline and schools.
- Acknowledgement
- Declaration
- Abtract
- Introduction
- Literature review, research objectives
- Theoritical framework and research hypothesis
- Research findings and discussion
- Conclusion & recommendation
- Research paper of the author
- References lists
- Appendix
 1.4. Types of scientific research product
Research report/project
The structure of research report depends on the discipline and scopes.
Generally it consist of several part below:
- Introduction
- Chapter 1: Literature review
- Chapter 2: Research methodology
- Chapter 3: Research findings and discussion
- Chapter 4: Conclusion & policy implimentation
- References lists
- Appendix
 1.4. Types of scientific research product
Research article/paper
The research article/paper is a sicentific product of a person or many
people. Generally it consist of several part below:
- Title
- Author information: Fullname, affiliation, email address, corresponding
author
- Abstract
- Introduction
- Methodology
- Findings
- Discussion
- Conclusion and recommendation
- Acknowledgement
- Appendix
 C H A P T E R II R E S E A R C H D E S IG N

University of Commerce
Department of scientific research methods
March 2019
Introduction

Over the past three decades, researchers have had more

research options. Although research literature has many different
types and terminologies, it can be divided into three basic
categories: Quantitative Approach, Qualitative Approach, and
Approach By Combined Approach combined).
2.1. Definitions

The relationship between some important concepts such as

research ideas, research issues, research goals and objectives,
research questions, research hypotheses.
Research idea

Research problem

Research objectives
& question

Deductive research
Inductive research - Quanlitative
- Qualitative
Research hypothesis
2.1.1 Research ideas

Research ideas.
As early ideas about research, from these early ideas, researchers
will continue to explore to identify research problems. Research
ideas can come from a variety of sources: from observations,
from knowledge, knowledge and experience, from existing theory
and needs from stakeholders.

In practice, the study summarized some main mechanisms as

follows:
Intuitive mechanism: New ideas appear as lightning, which is a
 2.1.1 Research ideas

The mechanism of human resource analysis and the consequences of a

problem, the discovery of contradiction and shortcomings
The subject is a scientific problem formed by the discovery of
contradictions, deficiencies of theory or practice. These deficiencies can
not be resolved by existing knowledge, so research is needed to explore,
supplement and develop. This mechanism is implemented through in-
depth analysis of the causes and consequences of a problem. It is difficult
to identify the idea of technical solutions, technologies have the potential
to give the test.
 2.1.1 Research ideas

Practical approach:
This mechanism is carried out through practical fact-finding processes,
dealing with real-life actors to identify critical issues, requiring the
involvement of science.
2.1.2 Research Problem

• The problem is understood as the gap between what is desired

and what can be done with the reality that human beings have
not yet reached.
• From the understanding of the problem above, we can
conceptualize the problem of research as a real problem in our
lives that we study to find the best way to solve it.
 2.1.2 Research Problem

Basic characteristics of research problem:

The research problem must be a real problem.
Resolving research issues must bring real benefits to people.
A well-defined and well-defined research problem is a prerequisite for the
success of the study.
 2.1.2 Research Problem

Basic characteristics of research problem:

Priority research will depend on a number of factors, including the
significance of the problem or the need and ability of the researcher and
the organization to address the problem, existing or potential resources.
conducting research and awareness of the society, the community, and the
organizations are important factors for the product, the benefits of the
research are acknowledged.
 2.1.2 Research Problem

It is often possible to identify research problems from two sources:

From theory: It is necessary to identify what previous studies have done,
what has not been done and what has not been done, and to summarize
existing theories and research will help identify the problem. assist.
 2.1.2 Research Problem

It is often possible to identify research problems from two sources:

From theory: It is necessary to identify what previous studies have done,
what has not been done and what has not been done, and to summarize
existing theories and research will help identify the problem. assist.
 2.1.2 Research Problem

Research problems identified from theory or practice are never

separate. Research issues stem from the fact that they must be linked
to theoretical foundations and vice versa.
In practice In practice
Literature
review

Research on
theory

Identify
research problem
2.1.2 Research Problem

Identification of the research problem was made after the

research problem was identified.
Research problems are usually divided into two main types:
Original research
Replication research
Types of repeat studies

• Repeat 0: Study re-use of the design, research model and

sample or use the same research already.
• Repeat I: Reuse design, research model, ... increase the level of
generalization in a range, culture, object study.
• Duplication II: Breeding research has taken place in many
different contexts.
• Duplication III: Repeated research has made additional
adjustments.
 2.1.2 Research Problem

When determining the research problem or research subject, the

scientist should consider some of the following resources:
The knowledge, intellectual capital, intellectual power, passion ... of the
researcher on the problem set.
Information sources, materials, research areas, experimental conditions,
new directions for information, human resources, financial resources and
promising material resources.
2.1.2 Research Problem

• Organizational and funding conditions and managerial

leadership of scientific research institutions.
• Once the research problem is identified, the researcher will
conduct the research through the name of the research topic or
project.
2.1.3. Purposes and objectives of the research

Research purposes:
Is directed toward something or a job in the research that the
researcher wishes to accomplish.
The purpose is to answer the question "what to study for?" Or
"what to serve?" and the practical meaning of the research,
targeting the object of production, research.
2.1.4. Question, object and scope of study

It can be expressed in the form of a question and that is the

research question. A research question is an uncertain statement
about a problem.
Object of study: is the nature of things or phenomena to be
considered and clarified in the research problem.
Scope of the study: the research subjects were surveyed within a
certain range of time, space and field of study
2.1.5. Research hypothesis

• The research hypothesis is based on the research question.

• Hypothesis is a preliminary answer, need to prove the research
question of the topic.
• The hypothesis is as simple as possible and can be tested and
feasible.
• It is a hypothetical conclusion to prove, but the hypothesis can
not be arbitrarily laid out, but must be based on a preliminary
observation of the law of the object that we study. assist
2.1.5. Research hypothesis

A research hypothesis can be developed in two ways:

Form of causal relationship: A good hypothesis must contain a
causal relationship, and is often used as a possible testimony.
If - consequently: It is If (consequence or cause) ... is related to
(Cause or consequence) ..., then the cause can or affect the
effect. Example: If exports are related to economic growth, then
exports growth can increase economic growth.
2.1.6. Research hypothesis

Scientists need to be aware of how hypotheses are to be put in

place to make the test true or false.
In constructing research hypotheses, answer the following
questions:
Can this hypothesis be implemented experimentally?
What variables or factors should be studied?
What test methods are used in the study?
2.1.6. Research hypothesis

• Which indicators should be measured during the test?

• What data processing method is used to reject or accept the
hypothesis?
2.2. Literature Review

2.2.1. The concept and role of the literature review.

Conceptual overview of theory.
A selection of research topics, including information, ideas, data,
and evidence presented in a certain way to accomplish defined
goals, and at the same time Effectively evaluate these materials
on the basis of ongoing research.
2.2.1. Definition

By this understanding :.
Selected materials are published or unpublished documents with
the same research topic and research that the researcher is
doing.
Theoretical overview is the study and clarification of the
information, ideas, data, evidence of each document selected
from a given perspective.
Evaluate the results of the study materials on a relative basis and
compare with the research that we will perform.
 2.2.1. Definition

Theoretical reviews can be divided into two groups:

The first group: Focusing on the overview of practical research done
in the past to come to a general conclusion about the results of these
studies, to draw out what has been done (generally ) and what should
be further researched (research gap).
2.2.1. Definition

Theoretical reviews can be divided into two groups:

The second group: Focus on a theoretical overview that presents
existing theories explaining a particular scientific phenomenon
and compares them in terms of their density, consistency, and
predictability. . Thus, theoretical reviews also often contain the
research overview. It is therefore possible to use theoretical
overview terms for both the study overview and the theoretical
overview.
2.2.1. Definition

The role of theoretical review is also reflected in the service to the

stages of the research process:
For identification of research issues: A theoretical review helps
researchers identify what has been done and what has not
(research gap), so a good overview will help save time. Time and
location are studied by the researcher, not to do what is not
scientifically meaningful or what others have already done.
2.2.1. Definition

The role of theoretical review is also reflected in the service to the

stages of the research process:
Building a theoretical foundation for research: A theoretical
review helps to build a theoretical foundation for a research
model, hypotheses for theoretical testing or as the basis for the
need for theoretical development ( for theoretical study). From
there, helping researchers increase their knowledge in the field of
research, identifying underlying theories to build a rigorous
theoretical foundation for their research.
2.2.1. Definition

• For the choice of research methodology: A theoretical overview

of research methodology helps the researcher evaluate the
research methods used, its strengths and weaknesses, and the
choice of appropriate methods. for his research.
• For comparative results: Theoretical reviews help researchers
to base their arguments, comparing their findings with existing
studies, especially what is complementary and what is Resist
the already existing results.
2.2.1. Definition

In summary, theoretical overview plays a very important role in

scientific research, it is not only describing what has been done
but also evaluating them to draw lessons for research work. The
scientific research of each researcher himself. Theoretical review
is also a scientific work that needs to be done seriously and
scientifically.
2.2.2 Process the literature review

Before reviewing the process of theoretical review, it is necessary

to grasp the questions posed to this work, as follows:
What is the source of the research material? Answering this
question helps the researcher identify the source of the material
for the theoretical review.
What are the research questions and problems on research
topics? This question helps the researcher to select the
appropriate documentation and to identify the materials needed
for the theoretical review.
2.2.2 Process of literature review

c. Issues, the main debate on the topic of research? This question

helps the researcher to focus on the study of the selected
materials, avoiding the general, rampant or superficial study of
the material.
d. Ideas, concepts, theories on research topics? Answering this
question gives the researcher the opportunity to design a
summary of the material, drawing a fairly comprehensive
picture of the subject matter of the research.
2.2.2 Process the literature review

e. What methodologies, methods and tools have been used and

the arguments about their use? This question helps the
researcher to draw on the best lessons learned in choosing the
right research method for his or her research.
f. How to arrange existing knowledge on research topics?
Answering this question helps the researcher build up the
theoretical foundation for his research in the most complete,
logical, concise and concise way.
2.2.2 Process the literature review

Through the study of the concept, purpose and questions of

theoretical review, a theoretical overview process can be drawn
which includes the following steps:
Step 1. Identify keywords on research topics: Keywords here are
understood as terms that express the subject or the underlying
content of the research problem.
 2.2.2 Process the literature review

• Step 2. Searching for related materials: Based on the keywords identified

above, sources of materials for the theoretical review can be identified.
Often researchers can search for materials in libraries (traditional and
electronic).
• Step 3. List the documents that are relevant to the topic: The number of
documents related to the research problem can be very large, varied and
varied, but only a few should be selected. Certain materials are
intimately related, usually making a list of around 30 - 50 documents is
appropriate.
2.2.2 Process the literature review

• Step 4: Reviewing the literature sources: the

researcher could skim the document, especially in the
abstract, summary part of books, papers or thing like
that in order to look for research gap
• Step 5: Literature map: this is an useful of research
topic, it often consists of theoretical framework,
research ideas, concepts or constructs, research
methodology or methods that have been using the
2.2.2 Process the literature review

• Step 6: Summarize the main research paper related in the

research topic, the researcher might cite and refer to the
document sources. This step aims to avoid the plasigism,
especially it also remind the reader the important author as
well as it shows researcher’s abilities
• Step 7: Re- review the documents, this step cites all of the
documents which the researcher used in the references
through the bibliography, in addition this step also confirms the
independence of studies comparison with the previous studies
2.3. Content of research design

2.3.1. Definition.
Research design is a master plan for a research project that
addresses issues in planning and implementing a research
project.
The research design must answer the question: What should the
researcher do to answer the research questions?
2.3. Content of research design

2.3.1. Definition
The most common concepts in terms of:
1. A research design is a plan for the source selection and type of
information that will be used to answer research questions.
2. Research design is the basic structure that expresses the
relationship between the variables of the study.
3. Study design is a summary of the research process from job
identification to data analysis.
2.3.2 Content of research design

According to Robson (2002), the research design will include five

areas:
• Identifying research ideas:
- What will this research accomplish?
- Why should the problem be studied?
- Researchers want to find a way to describe what, or explain or
find out what?
- To find solutions to solve problems?
2.3.2 Content of research design

• Defining research theory: What theory will be used as a guide

for the research process? How will we understand or interpret
the results? What general framework would link the
phenomena we study?
• Identify Research Questions: What research questions to look
for? What is the feasibility of the research question with the
resources and time identified?
• The process of implementing the research design is
shown in the following figure
2.3.2 Content of research design
Research ideas
Research problems

Research objectives
Research questions

Research hypothesis Qualitative method

Determining method of
Quantitative method
research

Determining specific method Mix method

of research

Selecting method of data

collection and data analysis

Planning research timeframe

and using ressources
2.3.2 Content of research design

a. Identification of ideas and research issues; objectives

and research questions; Formulation of research
hypothesis.
All researches are driven by research ideas and are
translated into research questions. The research objective is the
general question, while the research question is the specific
question in the research.
The research hypothesis is simply defined as the first
answer to the research question. The process of implementing
b. Identification of approach methods: Quantitative
Approach or Qualitative Approach or Mixed
Quantitative Approach hay Fixed Design
The nature of the quantitative approach suggests that data
collection will provide numerical data which is standardized. The
research is done through charts and statistic math.
Research results can be generalized into rules, similar to the
results of research in the field of physical and natural sciences.
b. Identification of approach methods: Quantitative
Approach or Qualitative Approach or Mixed

Qualitative Approach/Flexible
An approach in which the researcher studies the behavior,
motivation and intentions of the research subjects and the
reasons for such behaviors. Qualitative research focuses on
process rather than outcome, the overall instead of independent
variables and focuses on meaning rather than behavioral
statistics.
This approach is applied to study and explain the complex
issues of management and business. However, the basic
c. Determining the specific research methods

• Quantitative Approach: Use strategies such as empirical

research and survey.
• Qualitative approach: using case studies, theoretical studies,
anthropological research, and action research.
d. Determining method of data collection and analysis

- Quantitative research usually collects data using survey /

questionnaire and observation methods,
- Qualitative research often uses observation methods, interview
methods, and secondary data collection methods.
d. Determining method of data collection and
analysis.

Survey
- The most popular method of collecting research data is based on questionnaires.
- The main feature of the survey method is that it is used in a quantitative
approach that collects small amounts of data in a standardized format from a
relatively large sample and represents a representative sample from a known
master.
d. Determining method of data collection and
analysis.

Observation.
Observation is the traditional method of collecting data by
systematically observing, recording, describing, analyzing and
interpreting social phenomena.
- Quantitative or structural observation focuses on the frequency
of action.
- Qualitative approaches are often not structured (participatory
observation)
d. Determining method of data collection and
analysis.

- With the qualitative observation method, the

observational technique in the role of participants (participant
observation) is often used.
- Interview is one of the major methods of data collection in
qualitative research. The most common form of face-to-face
communication is face-to-face interviews. Individuals can also be
group interviews, letter surveys or self-filled questionnaires and
phone surveys.
d. Determining method of data collection and
analysis.

Secondary data.
Secondary data includes written documents such as notices,
minutes of meetings, letters, diaries, biographies, government
notices, administrative records and reports to shareholders or
stakeholders, as well as non-text documents such as audio tapes,
movies, movies and television programs.
d. Determining method of data collection and analysis

Secondary data.
Some studies may be based entirely on secondary data
while other studies such as case studies and theoretical studies
can be used in combination with interview and observation
methods. When used in combination with other data, the
collected material can be very important in the triangulation, in
which a combination of different methods and different types of
data is possibly used in a single project.
e. Plan for using time and other resources

Gantt chart.
e. Plan for using time and other resources

Gantt chart.
e. Plan for using time and other resources

Using resources for implementing the research

How the financial resources, human resources for research are
used in consistent with the study period?
2.3.3. Classifying research designs

1. Classified by probing level of the study

2. Classified by primary data collection method
3. Sorted by variable control capability
4. Sorted by research purpose
5. Sorted by study length
6. Classified by research topic
7. Classified according to research environment
8. Sorted by research method
Classifying research designs

Classified by research objectives:

Exploratory (or exploratory) research: When the research
problem is confusing, unclear; The research problem is new or the
theory is unclear or the researcher himself has little
understanding of the research problem (What, How?).
Descriptive study: Applied when the research problem is
well defined (Who, What, Where and How many?)
Human-effects study: Applied when the research problem
has been identified, it is necessary to clarify the causal
Classifying research designs

Classified by research method:

Qualitative research design: is based on qualitative
research methods to collect, measure, and analyze data in
response to research questions.
Quantitative Design: A design based on a quantitative
method that is primarily used to test scientific theories based on
the inference process, ie for the purpose of collecting, measuring
Measure and manipulate data to test scientific theories that are
derived from existing theory.
Classifying research designs

Classified by research method:

Mixed design: is based on both quantitative and qualitative
research methods, including mixed forms such as multimodal
mixed design, cohesive design, design mixed interpretation,
mixed-discovery design.
2.3.4 Criteria to select research design approach

There are three criteria to consider when making this

decision:
- Relevance to research,
- Personal experience of the researcher,
- Readers.
2.3.4 Criteria to select research design approach

Relevance of the problem and research design approach:

• If the problem is to identify factors that affect a result, use an
intervention, find out the best predictors for the results, or test
a theory or explanation, then the approach Quantification is
best.
• If one learns a concept or phenomenon because almost no
research has ever been done on that concept or phenomenon,
the qualitative approach will be appropriate.
• Designing with mixed methods will help us capture the best of
both qualitative and quantitative approaches.
2.3.4 Criteria to select research design approach

Personal experience:
A researcher trained in engineering programs, science writing,
statistics and computer statistics, familiar with quantitative
journals in the library, is likely to choose quantitative design.
Qualitative approaches are more related to literary formulation,
computer-aided analysis programs, and experience in conducting
open-ended interviews and observations. Researchers in
combination should be familiar with both quantitative and
qualitative research.
2.3.4 Criteria to select research design approach

Readers:
Finally, researchers need to be sensitive to the readers, who
will listen to the research report.
2.4. Formulating a research model

The generating a research model is an essential phrase in

order to organize the research ideas as well as meet the
requirement of research question
2.4.1 what is a research model and its role
A model is a representation of all or part of a system that is
constructed to study that system (e.g., how the system works or
what triggers the system).
While a theory tries to explain a phenomenon, a model tries to
represent a phenomenon.
2.4.1 what is a research model and its role

The characterictics of a research model.

- The similiraty
- The simplicity
- The visulazation
- The unique trend
2.4.1 what is a research model and its role

A research model helps:

• Identify the main factor affecting a research problem/
dependent variables
• Understand better the relationship between dependent
variables with independent variables as well as the control
variable, the moderating variables
• Predict better the causual relation in a research problem in a
specify context
2.4.1 what is a research model and its role

A model need not include complicated mathematics, though. In

fact a decision makers often prefer simple models that everyone
can readily understand over complex models that are difficult to
comprehend
For example market share is company sales divided by industry
sales. Although some may not think of this simple calculation as a
model, it represents a mathematical model of a basic relationship
5 competitive forces model

Porter's Five Forces is a model that identifies and

analyzes five competitive forces that shape every
industry, and helps determine an industry's weaknesses
and strengths. ... The model is named after Michael E.
A mathematical model

A study on the good demand , there are a lot of factor affecting

the demand such as: price, price of reference goods, the income
of household, Expectation, the taxe and so on, this is below a
function
A mathematical model

It also represents a research model as a liner regression equation

Or non-linearity equation:
 C H A P T E R II I

QUALITATIVE RESEARCH
Contents:

3.1 Overview of qualitative research

3.2 of qualitative research
3.3 QuaMethodologieslitative Research Process
3.4 Data collection in qualitative research
3.5 Data analysis in qualitative research
3.1 Overview of qualitative research

3.1.1. Concept and characteristics of qualitative research

a. Concept:
- Qualitative research is methodology that is characterized by
the purpose of the study and the method taken for the study.
+ The purpose of the development is to study the aspects of life,
society, attention to the meaning of phenomena, situations,
things.
+ Qualitative research methods are relatated to words rather
than numbers.
+ Qualitative research concludes collecting, analyzing descriptive
data such as written sentences, human behaviors observed
3.1 Overview of qualitative research
b. Characteristics of qualitative research
- Research purpose: to describe a comprehensive, detailed
research problem
- The essence of qualitative research is exploration and
exploration in order to describe and understand the problem.
- Functions: Qualitative research allows to discover emotions,
psychological states, behavior of subjects as well as
experiences of subjects participating in research.
Þ Contribute to better understand the activities of the subjects,
the interaction between them
- Data collection tools: Researchers use a variety of tools to
collect data according to the research direction, research
subjects:
- + In-depth interviews, structured interviews and semi-
structured interviews, unstructured interview…
3.1 Overview of qualitative research

b. Characteristics of qualitative research (Continued)

- Type of data collected: Because qualitative research
provides, analyzes data in terms of meaning, content, not
numbers; variables and the data collected in qualitative
research is inside data
Þ These data can not be collected through conventional
questionnaires but through discussion techniques, interviews
etc …
- Survey samples: Qualitative research usually uses small
survey samples. By nature, qualitative research does not
depend on the number of samples but depends on specifying
which sample of data to analyze..
Þ Survey questions are often open-ended questions
3.1 Overview of qualitative research

b. Characteristics of qualitative research (Continued)

- Approach: qualitative research is primarily subjective because

this study aims to understand human behavior and behaviors
as well as to find out the causes and causes of these behaviors
- Research results: The results of qualitative research are
expressed in narrative reports that describe phenomena and
situations, and contain direct quotations from participants in
the study. Results are not statistically significant as in
quantitative research.
- Flexible level: Qualitative research allows harmony in the
interaction between the researcher and the participants
Þ The questions to each participant are often open and
different
3.1 Overview of qualitative research

3.1.2 Methods and tools of Qualitative research

- There are many different methods and tools of qualitative
research that are difficult to classify perfectly
- Popular methods in business research: grounded theory
method and situational methods
- Main tools: group discussion, In-depth interview and
observation.
3.2 Common approaches in qualitative research

a. Grounded theory:
- Grounded theory is the method used popularly in qualitative
research
- Grounded theory methodology is a method based on the basic
data to create the theory. Theories are formed and developed
based on the collection and analysis of information by
researchers
- This method allows the researcher to conduct research without
the prior hypothesis of the research that will be made in the
process of approaching the problem, called the "hypothesis
generating"
3.2 Common approaches in qualitative research

a. Grounded theory (cont.)

- Two steps to " hypothesis generating": (1) questioning and (2)
to hypothesize by coding theory
- The hallmark of this approach is the Theoretical sampling
Theo Glaser & Strauss (1967), the process of data collection for
generating theory whereby the analyst jointly collects, codes and
analyses his data and decides what data to collect next and
where to find them, in order to develop his theory as it emerges
- Three levels of data coding
+ Open coding
+ Axial coding
+ Selective coding
3.2 Common approaches in qualitative research

Data coding:
- Open coding is the process of identifying and developing
concepts about depth and breadth including comparisons.
Arrange analog data into a group to create categories of
information
- Axial coding is the process of linking levels of categories of
information, creating connections among information streams..
+ The results help to deepen the information group, resulting in
the emergence of ideas, common themes on the basis of linking
the concept formed from the information group.
+ Ideas will be the basis for the formation and development of
theory
- Selective coding : is the process of discovering the category of
nuclear information in order to create link to the rest.
3.2 Common approaches in qualitative research

a. Grounded theory (cont.)

- Featured:
+ Grounded theory methodology focuses on the method of data
analysis is inductive.
+ Grounded theory methodology is often used to study problems
that can not be explained on the basis of existing theories or
when important variables of the study have not been clarified in
the previous experience studies.
3.2 Common approaches in qualitative research

3.2.2 Case study methodology

- A methodology of studying one or more situations to make
clear a phenomenon to be studied
- Researchers should choose a variety of situations if the
research is aimed at generalizing, creating new theories.
- Study one case will be appropriate for in-depth, descriptive,
comprehensive research..
- Case study methodology is used in:
+ Research is done to answer the question "why" and "how”
+ Researchers can not imitate the behavior of the people studied
+ When a researcher wants to follow situational conditions,
assuming that these conditions affect the phenomena studied
+ The boundary between the phenomenon and the
situation/context is not clear
3.2 Common approaches in qualitative research

3.2.2 Case study (cont.)

Process of building theory by case study method:
(1)Select case study => (2) Collect data => (3) Detect the theory
- Select case study: is a work difficult
According to Baxter and Jack (2008), to determine the case study,
the researcher answer the following questions:
Do you want to study human individuality, a program, or a
process?
Do you want to study the difference between organizations?
Note: Researchers should set boundaries of time and place; time
and behavior; about definition and context
3.2 Common approaches in qualitative research

3.2.2 Case study (cont.)

- There are many methods of conducting case study:
interpreting, descriptive research, one case study, or multiple
case study
- Process of constructing theory by situational method of
Eisenhardt (1989):
Step 1: Identify research questions
Step 2: Select the case
Step 3: Choose tools and methods to collect data
Step 4: Collect data at the site
Step 5: Analyze the data
Step 6: Establish hypotheses
Step 7: Compare with theory
Step 8: Conclusion.
3.2 Common approaches in qualitative research

3.2.2 Documentary research

- The method is characterized by the analysis, study of available
data expressed in written form, saved & formatted image
without the intervention of the researcher.
- The researcher reads the document and attaches the collected
information to the research report. The data analyzed will be
organized into major themes, types of content and examples.
- This method is considered as independent research method or
combined with other methods in research work.
3.2 Common approaches in qualitative research

3.2.2 Others
a. Phenomenology
- A qualitative research method that researchers use to
understand how one or more individuals experience something
- Phenomenology is the study of experience that is perceived in
the individual sense established in the subjective and
subjective model of knowledge.
=> It focuses on individuals' interpretation of their experience
and the ways in
which they express them. The researchers task is to describe
phenomena as experienced and expressed by individuals.
- Use in case: study of motives or behaviors of human who have
experienced a specific phenomenon.
3.2 Common approaches in qualitative research

3.2.2 Others
b. Ethnograghy
- is an approach relying on the collection of data in the natural
environment. Ethnographers are interested in how the behavior
of individuals is influenced or mediated by culture in which they
live.
- The main objective of this method is to describe the culture of a
group of people.
- Note that the term “culture” used here is to share the person's
attitudes, values, habits, language, and material and spiritual
values
- For example, researchers can live with a community of people
to learn about their culture and educational activities.
3.2 Common approaches in qualitative research

3.2.2 Others
c. Historiography
- Is a method of studying events that have occurred in the past
by systematically collecting and objectively evaluating data
related to the event.
- For example: the study of the use of punishment in schools in
the 19th century.
- Purpose: test the hypothesis of the cause, effect, or trend of
these events and explain current events as well as predict
future events
- Can be used independently or can be combined with other
methods
 3.3 Qualitative research process

3.3.1. Identifying initial research questions

- Reason: A researcher who identifies a research question clearly
identifies the right subjects, the level of research, and the appropriate
research methodology.
- Try to ask questions that the researcher feels most clearly about what
he or she is looking for, want to clarify, want to understand better.
- Research questions should meet the following criteria:
+ Questions are clear, not too long, complex, easy to confuse;
+ Possible question, taking into account data sources, technical
and human resources;
+ The question must be appropriate, towards a scientific, not
ethical, or not the answer that contains subjective and subjective
statements.
 3.3 Qualitative research process

3.3.2. Explore research issues

a. Explore the research issues to gain quality information and to find the
best way to get that information.
b. Steps to discover the problem to study:
- Using Reference materials
- Conducting interviews, observations ...
+ The interviewees are usually directed at this stage: experts in
the field of research, witnesses and directly involved people.
+ Probe interviews can be conducted along with observations and
document analysis
 3.3 Qualitative research process

3.3.3. Determining the research problem

- Determining the research problem is not a simple task, usually
performed in two steps:
+ First, to clarify the issues that may arise in the study,
+ Then, select and formulate a matter of study.
- Research issues should be selected on the following two criteria:
+ Whether or not the theoretical framework fits the problem
+ Ability to conduct research problems
 3.3 Qualitative research process

3.3.4. Building the research model

- The research model is structured by basic concepts and hypotheses.
Concepts and hypotheses have to be linked to create a coherent and
consistent framework.
- For example: theoretical modeling of the phenomenon of juvenile
offenders tends to increase with social cohesion, which contains two
basic concepts: social cohesion and juvenile offense. The hypothesis is
the link between social cohesion and juvenile delinquency.
 3.3 Qualitative research process

Process and methodology for research modeling:

Inductive method Interpretation method
Built through observation and , Developed through concepts to
experience explain the studied phenomena
Guidelines are raised on a The research model is
practical basis implemented logically by
Building concepts, hypotheses, hypotheses, concepts and
and creating research models guidelines in the relationships
base on guidelines with the fact.
 3.3 Qualitative research process
3.3.4. Building research model (continued)
- Hypothesis is considered a temporary answer to the research question.
- The hypothesis will create criteria for the researcher to search and
select the data.
- One of the determinants of the quality of hypothesis is that the
hypothesis must meet the criterion of being denied For example, when
studying the success of a person in society, we can make some
hypothesis about success as the followings: income, education, good
job, due to culture, and benefited from his parents.
- The research model is not simply a set of disjoint hypotheses. These
hypotheses need to be interrelated and inseparable
 3.3 Qualitative research process
3.3.5 Test the research model
a. It is necessary for the researcher to test the research model with
practice by answering the following three questions:
- Observe what? (specifying the required data to test the hypothesis)
- To whom? (Defining research subjects)
- How? (Defining tools to observe and collect data)
b. Testing process
- Step 1: Define testing tools: The tool must be able to generate the
appropriate and necessary information to verify the hypothesis.
- Step 2: Evaluate the testing tool: The question in the observer tool
must be clear so that different readers understands about the same
problem
- Step 3: Collect data: Gathering information explicitly from defined
objects.
 3.3 Qualitative research process
3.3.6 Data analysis
The goal of data analysis is:
- Hypothesis testing.
- Explaining practical problems beyond expectations
- Reviewing or refine hypotheses
- Improving research model
- Finding the new research directions in the future.
The collected data will be analyzed in different ways, depending on the
type of qualitative method chosen by the researcher.
3.3.7 Conclusions
The purpose of conclusions is to interpret or to convey the meaning of
the data
 3.4. Collecting data in qualitative research
3.4.1 Data in qualitative research
Data in qualitative research exist in many different forms:
+ Qualitative data (words): Competitive product, sex, ….
+ The quantitative data (number): turnover, labor cost of enterprises ...
Note:
Qualitative data is the primary data group collected and used in
qualitative research.
Qualitative data collection requires the active participation of the
researcher during the collecting process
+ Specific data collection methods should be used such as interviews,
focus group, observation ...
 3.4. Collecting data in qualitative research
3.4.2 Sample in qualitative research
a. Principle of sampling in qualitative research
• Information is collected until there are no new signs and the sample
size is considered sufficient
• Sample quality determines the overall quality of the research process
• As the number of samples in qualitative research is small, the impact
of bias on sampling is often very serious
b. Sampling methods in qualitative research
• Select samples according to purpose
• Select sample according to criteria
• Select a sample of "snowball"
 3.4.2 Select sample in qualitative research

a. Select samples according to purpose

The selection of elements of the sample depends on the characteristics
of the research subject to answer the research question or research
objective
b. Select sample according to criteria
Is a method of sampling based on the characteristics of the research
subject to improve its representativeness
Some general characteristics of the study:
Gender: male and female
+ Level of training: college, university, graduate, doctor
+ Field of study: arts and sciences; agriculture, forestry, architecture,
economics, engineering and other fields
+ Social classes: low, medium, high
Religion: Buddhism, Christianity, other religions
 3.4.2 Select sample in qualitative research

c. Select a sample of "snowball"

The method by which the researcher relies on formal or informal
participants to introduce the next people who are able to participate or
contribute to the research.
Snowball sampling is usually done in the following steps:
• Identify and collect data with one or two elements of the whole
• Identify next elements by studying the elements studied first
• The same process is repeated
• The process is terminated when the next case does not provide new
information.
 3.4.3 The tools in collecting data

a. In-depth interview
In-depth interviewing is a method of raising questions for the interviewee
to collect information about what the interviewee thinks or feels.
Limitations:
+ Information collected through the researcher's record should not be
direct information;
+ The respondents' answers may be misleading because of many factors
+ Dependent on the capacity of interviewees
- Use questions: unstructured / semi structured / structured.
 3.4.3 The tools in collecting data

a. In-deep interview
Semi-structured interview
Interview is based on a list of questions or topics related the subject of
research.
+ The order and method of questioning may depend on the context and
characteristics of the interviewee.
+ Researchers may use a semi-structured guideline based on prior
exploratory interviews to determine the appropriate question.
Advantages:
• Save time interviewing
• There is flexibility to be able to discuss new issues arising
• Easily systematize and analyze the information obtained
Disadvantages: It takes time to explore the topic of interest to identify
research topics and design appropriate questions.
 Cont…

Structured interviews
+ Is the method of interviewing all subjects the same questions
+ This method helps to describe and analyze the cultural characteristics
and behavior of the research object
+ Question layout in structured interviews:
• List liberty
• Group classification:
• Rating using point scale
 Cont…

b. Focus groups
A method of collecting data through which members are selected to
discuss their reaction or appreciation of a product, service, situation, or
concept under the guidance of a team leader
A focus group usually consists of 6 to 12 people with some common
characteristics
Facilitator notes the answers, supports and encourages participants in
discussion
Group discussion presentation order:
• Introductory question: How do members get to know each other?
• Introductory questions: Introduce the topic, members show relevant
experience
• Transition Questions: to move on to the main question
• Key question: gathering information on key issues
 Cont…

c. Observation
A natural way of collecting information from the behaviors and activities
of observed individuals that occur in normal contexts.
The researcher / observer can perform different roles from participant
completely to non-participant
Advantages:
• The researcher has a hearing experience with participants;
• Researchers may record information when information is disclosed;
• Other aspects may be noted while observing;
• Useful to find topics that participants find inconvenient to discuss
 CONT…

• Disavantages:
• Researchers are hard to control the dynamics of the discussion process
• Group discussions can not provide the frequency of distribution of
perceptions, behaviors in the overall survey
• demonstrate relevant experience
• • Transition Questions: to move on to the main question
• • Key question: gathering information on key issues
• • End Question: Identify the points to emphasize, end the discussion
 3.4.3 The tools in collecting data

d. Use available information

• Available information is information that can be obtained from
available resources without conducting fieldwork, including
• Text documents include public documents such as meeting minutes
and newspapers, personal text documents such as personal notes,
journals and correspondence, e-mail discussions
• Audiovisual materials may include photographs, videotapes, art
objects, computer software, films ...
 3.5. Data analysis in qualtitative research

Data analysis is the process of shrinking the collected data to make them
meaningful
Data is organized, sorted, collapsed, summarizing or grouping into the
categories, the topics or the models are identified and linked together
Data analysis can be divided into three important steps:
(1)Coding
(2)Categorisation
(3) Data interpretation and themes
 3.5. Data analysis in qualtitative research

(1)Coding
• Purpose: Identify data, data descriptors, and data sets to identify
relationships between data later.
• Role: giving the researcher an overview of the data, enabling
researchers to explore research concepts that form the basis for
conceptual and theoretical development.
• Method of expression: in words, pictures; Divide sentences, data
segments, or data images into categories and label them in terms that
the researchers can easily identify the specific content of the data
group. whether it is using the actual language of the participant
• Researchers can list the research contents and attach them to specific
topics..
 3.5. Data analysis in qualtitative research

(2) Categorisation
• Purpose: to analyze the relationships between information groups. The
generated information groups must be linked to the hypothesis,
corresponding to the hypothesis
• These informational groups may be the concepts included in the
hypothesis, or may be the study dimensions of the concept, or
indications or attributes to form the concept.
• Researcher should avoid to give their own views or have the effect of
forming information groups
 3.5. Data analysis in qualtitative research

(3) Data interpretation

Purpose: to compare observed results with expected results as well as
explain the distance between two types of results.
• Researchers need to read and re-read materials for collecting the
information,
• Researchers should make comparisons so that they can develop topics
and categories of information
• The researcher will perform the inference, model development, or
generalization into theory
• Researchers need to re-examine the consistency of concepts and
theories.
 CHAPTER 4

QUANTITATIVE RESEARCH

THUONGMAI UNIVERSITY
RESEARCH METHODOLOGY DEPARMENT

June, 2019
Introduction

This chapter describes how to conduct a study based on

quantitative methods.
4.1. Overview the quantitative research

Based on differences in the way data is collected and

analyzed, it can be divided into three research methods:
• Qualitative research
• Quantitative research
• Mixed research
4.1. Overview the quantitative research

4.1.1 Quantitative research - Concept

• According to Burns & Grove (1987), quantitative methods
are "a formal, objective and systematic research process in
which numeric data is used to gather information about the
world" and " The method used to describe and test
relationships, cause and effect relationships. “
• In terms of practice, quantitative research addresses the main
method of questionnaire survey.
4.1. Overview the quantitative research

4.1.1 Quantitative research

The characteristics of quantitative research are associated
with the collection and processing of data in numerical terms,
based on theoretical basis for the modeling of the research and
the hypotheses. Mathematical models and statistical tools will be
used to describe, explain and predict phenomena.
4.1. Overview the quantitative research

The quantitative research process consists of the following:

• Determine the overall study
• Identification of survey samples
• Questionnaire design
• Survey and collect questionnaires
• Analysis of data
• Presentation of research results
• Give the results and discuss
4.1. Overview the quantitative research

Quantitative research is appropriate in case study cases:

• Identify the factors that affect a certain outcome
• Determine the impact of economic policy interventions on reality to
solve a problem
• Analyze, predict the occurrence of things, phenomena according to
given conditions
• Test a scientific theory.
4.1. Overview the quantitative research

4.1.2. Quantitative research methods

According to Nguyen Dinh Tho, quantitative research
consists of two main methods:
• Survey method
• Experimental method
However, this classification can be controversial because it
does not use the same classification criteria.
The more commonly used classification is the distinction
between surveying and exploratory (sondage) methods.
4.1.3. Quantitative research process

Quantitative research process

• Theoretical flaws + practical meanings
1  RESEARCH QUESTIONS

• RESEARCH OVERVIEW  model, hypotheses

2
• RESEARCH METHODS
Sample selection + Survey questionnaire +
3 Data analysis

• RESEARCH RESULTS
Results of data analysis + interpretation
4
• DISCUSSION
Reinstate theory + new contribution + ability to
5 apply results
4.1.3. Quantitative research process

(1) Research question

Scientists often have to start with identifying the problem and the
purpose of the research into one or several research questions.
Issues and research questions are worth studying when they have
not been solved by scientists and have practical significance.

(2) Study overview

It is presented in chapter 2.2
4.1.3. Quantitative research process

(3) Research methodology

• Collect and analyze data in accordance with the research
question and hypotheses.
• Select the scale and design the questionnaire
• Establishment of sampling and investigation
• Select the appropriate statistical tool for data analysis.
The presentation of the research method is
important because the reader only believes the results of the
research when the scientist uses the correct, appropriate and
4.1.3. Quantitative research process

(4) Research results

- Presentation of data analysis results
- Interpretation of results by statistical language and research language
(5) Discussion
Summarize
- From there, the results are confirmed in theory
- What are the new contributions?
Then give recommendations, discuss the development of the theory or
apply the results of research in practice.
4.2. Data in quantitative research

Mark Saunders, based on how data is collected, can be divided into

two main data sources: primary data and secondary data.

4.2.1. Secondary data

This type of data is understood as the data available, collected by others
for their research purposes. Secondary data can be either raw data that
has not been processed or data processed.
4.2.1. Secondary data

Types of Secondary data

In the field of economics and business administration,
researchers often approach secondary data types as shown in the
following figure:
(Source: Mark Saunders, Philip Lewis and Adrian Thornhill, 2006, p.259)
Types of Secondary data

Documentary
• Written materials: Organizations‘ databases, Organizations‘
communications, Organizations’ websites, Reports and minutes of
committees, Journals, Newspapers, Diaries, Interview, transcripts...
• Non-written materials: Media accounts, Voice Recordings, Video
recordings
Types of Secondary data

Multiple source data

Include research reports, regional statistics (territories, countries, national
groups, free trade areas..) or time series (Governmental Statistical Report ,
ministry, ...)
Survey data
- Censuses (population, employment…)
- Continuous and regular surveys (Family Spending, Labour Market
Trends…)
- Ad hoc surveys (Governments’ Surveys, Organisations’ Surveys,
Types of Secondary data

Attention
There are data that are provided free of charge or free of charge, with or
without partial conditions or for a full fee.
a. Secondary data search channel

• Often scientists will look in books, monographs, scientific

papers related to the topic of research. In their scientific works,
they can continue to rely on published data, quoted sources,
bibliographies that have been referenced to direct data sources
for themselves.
• In addition, because many secondary data are not easily
accessible, students can access third-party publications about
businesses, such as analytical reports, enterprise statistics
databases. of research institutions, securities companies
a. Secondary data search channel

• One of the most widely used information channels is the

Internet. However, the amount of information on this channel is
very much and not arranged in a scientific way, so students
need to choose the official information channels (such as
government agencies, research institutes, international
organizations ... and select appropriate keywords to classify the
information from the begining. This will help students avoid
dealing with the amount of information is too large and not
focused.
b. Advantages and disadvantages of using secondary data

Advantages
- It saves time and costs of data collection, without the concern of
measuring research concepts.
- The secondary data collection process ensures confidentiality in the
study. The data is comparable, not dependent on the subjective impact of
the business.
- Use of secondary data makes it possible to conduct longitudinal studies
with comparisons.
b. Advantages and disadvantages of using secondary data

Advantages
- There are advantages in comparing and analyzing data in context.
- Using secondary data can lead to unexpected discoveries.
Secondary data is long term and stable.

Disadvantages
- Secondary data may be collected for purposes that are not appropriate
for the needs of the scientist.
- Accessing secondary data can be difficult or expensive.
b. Advantages and disadvantages of using secondary data

Disadvantages
- Definitions and methods of secondary data processing may not be
appropriate for the research of the scientist / student.
- Secondary data quality is not controlled.

Scientists, when using secondary data, should consider the

appropriateness of the data by answering questions and research
purposes, as well as considering benefits and costs, access to resources
data.
4.2.2. Primary data

When secondary data is not available or does not help answer

existing research questions, we need to collect data ourselves to
meet the requirements of the research problem. Self-collected
data is primary data.
a. Types of primary data

• Data not yet available: In practice, but no one has collected. In order to
collect, we need to conduct surveys, and it is likely that this will be time
consuming, costly and more complex than secondary data collection.
However, this is a common case in quantitative research. The credibility
of the information depends on the skill of the investigator.
• Data not yet available in practice: Not yet available in practice up to the
time of study. Scientists need to design appropriate trials to generate
and collect data.
b. Primary data collection method

• There are many different primary data collection methods, of which the
three main methods are: Observation, interview and use of
questionnaires. However, the most used method in quantitative research
is to use questionnaires.
• The design of a questionnaire depends on the data to be collected, how
it is managed, the number of respondents ...
• There are two types of questionnaires: self-administered questionnaires
and interviewer-administered questionnaires.
The types of questionnaires

Self-administered questionnaire
Since the respondent filled in the information, the questionnaire form was
prepared and can be used via channels such as the Internet, mailed or
direct to the respondent, then recorded. With this form of questionnaire, the
question should be clearly designed, strict, the answer is not confusing
answer. At the same time, the scientist also needs to be sure about the
level of the respondents, the honesty and reliability of the information is
answered.
The types of questionnaires

Questionnaire administered by the surveyor

Usually not sent to respondents. Respondents directly contacted the
respondent, could meet face to face, or make a phone call or chat online,
through which the interviewer directly filled out the information obtained on
the pre-designed questionnaire. This can increase the cost and time spent
gathering information; In return, the scientist will be more active in
receiving feedback data, while avoiding confusion in response.
c. Decide which elementary data to collect

• Consider requests from research design, making data collection

methods appropriate
• Consider the types of variables that study the data collection using
questionnaires.
• Ensure that the questionnaire allows the collection of all necessary
primary data, meeting the research objectives.
4.3. Sample selection in quantitative research

4.3.1 Why choose a sample?

• There are many reasons for the researchers not to conduct
aggregate data collection, but to select a smaller sample size
for the study.
• Feasibility of the study: If it is not possible to conduct a
comprehensive study, a sample study should be used.
• Researchers can use inference tools such as estimation,
validation, modeling ... from the results on the inference form
to the parameters of the whole (population).
4.3. Sample selection in quantitative research

4.3.1 Why choose a sample?

• Budget and study time do not allow full study.
• Sample surveys may give more accurate results.
4.3. Sample selection in quantitative research

4.3.2. Sampling and error

Sampling error
It is the error generated during the sampling process and
from that information we derive all the information from the
crowd. This error is always present and decreases as the size of
the sample increases and it is zero when we investigate the
whole.
Non-sampling error
An error occurred during the data collection process. This
4.3.3. Basic concepts in sampling

• Population: A collection of all objects that need to be studied.

The number of elements of the crowd is called the crowd size
N. Actually the size of the crowd is usually very large or infinite
(if the size of the crowd is so large and it is impossible to
determine exactly how much they are. is infinite).
• Element: The object that needs to collect data, also known as
the object of study (the subject of data collection - subject)
4.3.3. Basic concepts in sampling

• Sample: A smaller set drawn from the crowd is called the

sample. Choosing elements from the crowd into the sample is
called the sampling method. There are many methods of
sampling, but can be divided into two basic methods:
probabilistic and probabilistic sampling. The number of
elements of the sample is called the sample size, symbol n.
4.3.3. Basic concepts in sampling

• Unit: In many sampling methods, the crowd is divided into

groups, each with its own characteristics for the sampling
process. Groups formed after a crowd divide are called
sampling units.
• Sampling frame: A list of all the units and elements of the
crowd
4.3.4. Sample selection process

1. Determine the research Population.

2. Determine the sampling frame.
3. Determine the sampling size.
4. Determine the sampling method.
5. Sampling.
4.3.4. Sampling selection process

1. Determine the research Population.

The identification of the overall study was conducted when
designing the study and identifying the subjects to collect data to
meet the objectives and scope of the study.
2. Determine the sampling frame.
It should list the data and parameters needed for sample
selection.
4.3.4. Sampling selection process

3. Determine the sampling size.

It is important for the sampling process as it affects the
data analysis as well as the reliability of the results. The size of
the sample depends on the target, the object, the analytical
method used in each particular
4.3.4. Sampling selection process

4. Determine the sampling method.

Sampling methods are divided into two main groups:
probabilistic sampling and non-probability sampling.
5. Sampling.
The last task in the sampling process.
4.3.5. Sampling methods

[Link]. Random sampling (probability sampling).

Is the sampling method in which the elements of the
probable crowd selected into the sample are the same. Then the
parameters of the sample can be used to estimate or verify the
parameters of the population.
[Link]. Phương pháp chọn mẫu ngẫu nhiên

Simple random sampling:

This method is implemented when there is a complete
template. To select a sample we perform numbering of elements
and selecting random elements via random table or random
number generator. This method is convenient and easy to do,
however, due to the random selection method, the uniform
distribution in the crowd may be violated.
[Link]. Random sampling

Simple random sampling:

In this method we arrange the elements of the population
from 1 to N, then determine the SI = N / n (SI = sampling
interval). The value of n / N is called the sampling fraction. We
then divide the crowd into n groups, each containing N / n
elements. The first element of the sample is chosen by a simple
random method from a certain group. Assume that the first
element has an a in the group, the next elements are chosen
based on the order a + N / n, a + 2.N / n ...
[Link]. Random sampling

Stratified sampling
Selecting the sample by this method divides the population
into small groups (stratum), which are the sampling units. These
groups are satisfied that the elements of the group are highly
homogeneous and that the elements between the groups are
highly heterogeneous. In order to select elements for the sample
in each group, we can use a simple or systematic method.
[Link]. Random sampling

Stratified sampling
• Stratified sampling can be performed in proportion (the number
of molecules selected for the sample in each group is
proportional to the number of elements in the group) or not in
proportion (the number of molecules selected for the sample in
each group is not proportional to with element number of
group).
[Link]. Random sampling

Cluster sampling
Or also called multi-stage sampling, usually applied when
the overall size is too large or the site is too wide. First, we divide
the whole into first-level units, then select the first-level sample
units. Then divide the selected grade-I units into second-level
sample units. The sampling at each level may be Simple random
sampling, system selection or stratified sampling.
[Link]. Non-random sampling method (non-
probability).

Non-random sampling is a method of sampling where

elements may not have equal ability to be sampled.

Convenience sampling
Convenience sampling is a method by which we can select
elements that we can reach until we reach the required sample
size.
[Link]. Non-random sampling method (non-
probability).

Judgement sampling.
This is a non-random method in which we judge the
appropriateness of the selected elements in the sample. This
leads to the representative of the elements in the sample based
on the sampling experience and knowledge.
[Link]. Non-random sampling method (non-
probability).

Quota sampling
The sampling method relies on the specified control
characteristics in the crowd to select the number of elements for
the sample so that they have the same proportion of the crowd
according to the control properties.
[Link]. Non-random sampling method (non-
probability).

Snowball sampling
We initially made random selection of some elements of
the crowd, after studying these elements we passed through
those elements to introduce the next elements to the sample to
the sample size as we desire.
4.3.6. Determine sample size (sample size)

[Link]. Determination of sample size according to basic

standards
• A sample size of at least 30 (n> 30) ensures that regular
statistical analyzes are meaningful.
• The maximum sample size is less than 1/7 and the average
sampling rate is 1/10.

[Link]. Determine the sample size to estimate the overall

mean
4.4. Measurement concepts and collecting data

4.4.1. Measurement the concept

A concept can be throught of as a generalized idea that
represents something of meaning
Example 1: loyalty , personality, customer satisfaction
A construct is a term used for concepts that are measured with
multiple variables
Example 2: when a business researcher wishes to measure the
customer orientation of a salesperson, several variables like these
may be used each captured on a 1 – 5 scale:
4.4.1. Measurement concepts

• Level of scale measurement

Traditionally, the level of scale measurement is seen as
important because it determines the mathematical
comparisons that are allowable.
There are 4 levels/types of scale measurement
+ Nominal scale
+ Ordinal scale
+ Interval scale
 Exhibit 4: Facts about 4 levels of scale (Zikmund, 2013)
Level Definition examples Numerical Descriptive
operations statistics
Nomina Represent the most elementary level of Student ID Couning Frequencies
l measurement in which values are assigned number Mode
to an object for identification or Gender
classification purposes only Yes - No
Ordinal Ranking scales allowing things to be Student Counting Frequencies
arranged based on how much of some class rank Ordering Mode
concept they possess Level of Median, range
educcation
Interval Scales that have both nominal and ordinal GPA Common Frequencies
properties, but that also capture Temperature arithmetic Mode , Median,
information about differences in quantities operations range, mean,
of a concept from one observation to the variance, std
next
Ratio Represent the highest form of Annual All Frequencies
measurement in that they have all thr family arithmetic Mode , Median,
properties of interval scales with the income oprations range, mean,
additional atribute of representing absolute Time spent variance, std
4.4.1. measurment concepts

• Three criteria for good measurement

Reliability: An indicator of a measure’s internal consistency
Validity: The accuracy of a measure or extent to which a score
truthfully represents a concept
Sensitivity : A measurement instrument’s ability to accurately
measure variability in stimuli or responses
4.4.2 Collecting data by designing Questionnaire

Each stage in the business research process is important and

interdependent
The research questionnaire development stage is critically
important as the information provided is ony as good as the
question asked
[Link] Questionnaire desgin

When to use questionnaire

Questionnaires therefore tend to be used for descriptive or
explanatory research.
+ Descriptive research, such as that undertaken using attitude
and opinion questionnaires and questionnaires of organisational
practices, will enable you to identify and describe the variability
in different phenomena.
+ explanatory or analytical research will enable you to examine
and explain relationships between variables, in particular
[Link] Types of questionnaire

+ Open-Ended response questions: Questions that pose some

problem and ask respondents to answer in their own words
+ Fixed-alternative questions: Questions in which respondents are
given specific, limited-alternative responses and asked to choose
the one closest to their own viewpoint
[Link]: Types of questinnaire

Fixed-alternative questions:
+ Simple-dichotomy (dichotomous) quesions
+ Only one answer
+ Multiple choice answer
+ Category questions
+ Rating questions
+ Quantity question, matrix questions
+ Likert question
[Link] Odering question list

The order of questions, or the question sequence, may serve

several functions for the researcher
If the opening questions are interesting, simle to comprehend,
and easy to answer, respondent’s cooperation and involvement
can be maintained throughout the questionnaire.
[Link] Odering question list

Generally, researchers should ask general questions before

specific questions. This procedure, known as the funnel
technique, allows the researcher to understand the respondent’s
frame of reference before asking more specific questions about
the level of the respondent’s information and the intensity of his
or her opinions
[Link] Avoid mistake when designing questionnaire

Research experience has yielded some guidelines that help

prevent the most common mistakes (Zikmund, 2013)
- Avoid complexity : Use simple, conversational language
- Avoid leading and loaded questions
- Avoid ambiguity: be as specific as possible
- Avoid double – barreled items
- Avoid making assumptions
- Avoid burdensome question that may tax the respondent’s
memory
4.4.3. Data input

After gathering raw quantitative data, researchers should:

- Data coding is undertaken by precoding and postcoding
- Data layout, typically all analysis software will accept all data if
they are entered in table format, this table is called a data
matrix
- data cleaning: checking for errors, like missing data, wrong
value
4.5. Data analysis

After entering raw data and cheking for errors, one is ready to
start your analysis
In quatitative data analysis, the common analysis is descriptive
statistics, causal analysis
4.5.1 Descriptive statistics

Descriptive statistics:
+ Mean
+ Median
+ Mode
+ Range
+ Quartile
+ Variance
+ Standard deviation
+ Other: Standard errors, skewness, Kurtois,…
4.5.2 Causal analysis

• Correlation
• Linear regression
 CHAPTER V

WRITING AND PRESENTING

SCIENTIFIC RESEARCH REPORTS

Thuong Mai University

Research Methodology Department

May 2019
5.1. Structure and presentation of scientific research
report

• Scientific research is not just finding problems or answering

questions, but presenting them in a appropriate form for others
to refer to as general knowledge.
• The lecture deals only with the structure and the writing of
scientific articles and thesis .
5.1. Structure and presentation of scientific research
report

The popular structure of scientific research report includes

4 parts called IMRAD structure (Introduction, Methods, Results,
and Discussions).
• Part 1 Introduction
• Part 2 Methods
• Part 3 Results
• Part 4 Discussions
5.1.1 Structure of scientific research report

The structure of scientific report should :

• Title
• Summary/ Abstract
• Part 1 or Chapter 1: Introduction
• Part or Chapter 2: Literature Review
• Part or Chapter 3: Methods
• Part or Chapter 4: Results and Discussions
5.1.1 Structure of scientific research report

• Part or Chapter 5: Conclusions

• Part or Chapter 6: Recommendation/ Policy Implication
• References
• Appendices
5.1.2 Writing a scientific research report. Abstract

For scientific articles

• Content is about 150 - 200 words, including research
objectives, questions or hypotheses
1) Research Methods;
2) Major findings;
3) Conclusion.
• Be brief, not long, use short, specific, clear sentences
Summary of thesis

Summary is usually written first so that the reader can

immediately understand the basic content of the product. The
summary structure usually consists of two to four paragraphs.
Also, the summaries are written seamlessly, not separated into
separate paragraphs.
The summary should include:
1. Identifying research issues and research objectives
2. Research Methods
3. Findings of the study
 Part/chapter 1: Introduction

• The purpose of writing the introduction is to determine the

urgency and necessity of the research problem.
• In the introduction, the author also needs to present objectives,
questions and hypotheses.
• For scientific articles, the introduction should not be more than
two pages long.
Part/chapter 1: Introduction

For a thesis or a scientific report, the problem section is

usually structured into a chapter with the following contents:
• Presentation of the research context: This presentation aims to
present the main findings related to knowledge gaps, with the
aim of proving that the subject has not been studied, and
therefore points to the need for research. The research
background is approximately 2-4 A4 pages long, not too short
or too long.
Part/chapter 1: Introduction

• Declaration of Research: Through the presentation of the

research context, the author should establish the main research
problem and that is the research topic. Researchers should
confirm why the research topic is chosen.
• Research objective is to identify the problem to be solved and
the results of the research.
• Research questions: present the most general questions that
the researcher must answer in order to solve the research
problem and the knowledge gap.
Part/chapter 1: Introduction

• Research hypothesis: Each research question should be

attached by a research hypothesis.
• Significance of the study: Possible theoretical and practical
meaning, is the contribution if research is done.
• Research design: The scope of study of time and space,
research unit, tools used for data collection and research
process should be presented. The limitations of the subject
matter, the limitations of the study of time, funding, control and
how to overcome the constraints should be presented.
Part/chapter 2: Literature review

• Literature review or document overview is after the

introduction. This section briefly summarizes the results of
previous studies, (the more updated results, the better).
• If presenting in a group of contents or a group of problems, it is
necessary to point out which problem in previous researches
have been and have not been solved. What the knowledge
gaps are and what the existing / inadequate issues have not
been resolved.
Part/chapter 2: Literature review

• When writing a Literature review, special attention should be

paid to citation and reference. The inclusion of any works in the
literature review should be included in the reference list to
ensure that the source is clearly quoted.
Part/chapter 2: Literature review

The result of the literature review is what the writer needs to

draw from previous studies in terms of theory, practice,
methodology, succession and further development of the above.
The results of the literature review should establish a theoretical
framework for the research problem or develop an analytical
framework for the research.
Part/chapter 3: Research Methods

Scientific article
• This section shows the content of the research method and the
data used for the calculation. The researcher should present
the empirical model, its structure, the reason for choosing the
elements / components of the model; Interpretation of
relationships between variables. The model should be
described under the relationship diagram.
• Researchers should present how to collect data, data sources,
to process and to analyze data.
Part/chapter 3: Research Methods

For thesis
Research methods are often presented in chapter 3. When
writing, it is necessary to clarify the following:
- The research approach: indicates an approach to address
research issues, the application of inductive or interpretive
approaches, comparative history, systems, qualitative or
quantitative research methods, or collaborative and as specific as
possible.
- The research hypothesis is usually written briefly, from 3 to 5
Part/chapter 3: Research Methods

For thesis
Framework of theories and analyzing frameworks (may be
presented in a theoretical overview)
• The research design presents the sampling method, sampling
plan; sample size and sampling strategy, data collection,
processing and analysis of data in the study.
• Research unit
• A tool to collect information if information is collected by
questionnaire, the researcher can summarize the content of
Part/chapter 3: Research Methods

For thesis
• Information gathering process: Full and detailed description of
method of sample selection, research sample size and actual
process.
• Data processing and analysis: Describe how data is processed,
software / tools used to analyze data.
• Ethical issues in practical research.
Part/chapter 4: Discussion

For thesis
The results / discussions are usually presented in Chapter 4.
The order of writing can have several ways:
- Writers can go from general information, describing the
research problem to the results of analysis based on collected
information and data.
- Can be written in each aspect / content; Each content contains
metrics, graphs, drawings or texts that combine with discussion.
Part/chapter 4: Results/Discussion

For thesis
• When writing, the researcher should select important,
prominent, accurate and concise information that can clarify
the results and findings of the study.
• Research results should be verified by the statistic tests needed
to ensure reliability. If you write your own discussion, you
should link the comments, explanations with the hypotheses,
goals, and research questions. .
Part/chapter 5: Conclusions and recommendations

For scientific articles/ research paper

The conclusion should emphasize the key findings of the
research, the implications of the findings and their policy
implications.

For thesis
In addition to the above, it is important to point out how research
questions have been addressed and how research objectives are
satisfied.
Part/chapter 5: Conclusions and recommendations

• Further research recommendations indicate what the future

research should look like, as the research limitations have not
been addressed or clarified, or the researcher discovers
knowledge gaps. New or urgent issues need to be resolved.
• Policy recommendations to propose changes and additions to
overcome the problem.
References

Write reference materials in accordance with the citation

and uniform regulations as described in the previous chapters.

Appendix
Some of the contents in the appendix are:
- Questionnaire (if any)
- Raw tables are important
- Detailed statistical results
5.2. Form of writing report on scientific research

5.2.1. Characteristics of a number of scientific research

reports
For student scientific research, scientific materials usually
include, report on scientific research topics, summaries of
scientifically-published research reports, general practice reports,
graduation theses.
5.2.1. Characteristics of a number of scientific
research reports

a. Scientific research report

cientific research report is a product that presents the research
results of a researcher, including: the systematic basis of the
theoretical basis of the thesis; hypotheses or scientific
conclusions; novelty or experience drawn from the practice as a
solution. The report is written about 40 - 50 A4 pages.
5.2.1. Characteristics of a number of scientific
research reports

b. Summary report on scientific research

For the summary report of the subject of scientific
research, the author must still follow the structure of a scientific
research report. However, the content of sections, chapters as
well as sections will only cover the main content, the most basic.
Capacity is usually written about 2-4 A4 pages.
5.2.1. Characteristics of a number of scientific
research reports

c. Report presented at the Student Scientific Conference

This is a demo version. The main focus is on presenting the
urgency of the topic, the current situation, analyzing, evaluating
and presenting the main results studied as well as the solutions
or recommendations. Usually a demo is presented in about 5-7
minutes.
5.2.1. Characteristics of a number of scientific
research reports

d. Graduation report
This is a scientific document showing the results of the
process of observation or participation in the process of business
operations. The content of the internship report follows the
structure set by the department or school. Normally the capacity
is around 15 - 20 A4 pages.
5.2.1. Characteristics of a number of scientific
research reports

f. Other scientific materials

Student studies may be published in the form of scientific
reports. The scientific papers are published in the academic
yearbook students upwards. Depending on where the article is
published, the article needs to comply with the requirements of
the structure and presentation.
5.2.2. Style used in research reports

The language used in the scientific research report differs

from the spoken language as well as the language used in the
usual text or article. They need to show the basic characteristics
of scientific research such as scientific, strict, objectivity when
expressing the problem.
Some pointers when presenting the scientific report:
• Reports should be presented in a rigorous, logical and
coherent layout between chapters and sections. Reports
should be presented in a clear, rigorous manner.
5.2.2. Style used in research reports

• Ensure objectivity and prudence when presenting comments,

comments or conclusions. When analyzing and commenting,
one should avoid making absolute comments such as "sure",
"all", "should" ... The author should use prudent words, guest
These include "show", "show expression", "most" ...
• Avoid using too many first and second pronouns (me, us, you /
me ...). The use of the third person in the argument, the
analysis will increase the objectivity.
5.2.2. Style used in research reports

• Do not use narrative or expressive language. The content of the

report should be objective, so the structure of sentences and
words used must be appropriate. For example, avoid using "can
not believe / accept", "great" ...
• The grammar in the report should be used in the passive.
However, when it is necessary to emphasize the subject, the
text will move to active.
5.2.2. Style used in research reports

• There should not be a strong statement or comment in the

scientific literature if the comment is not derived from the
evidence in the scientific literature.
• The mathematical language is used when the author wishes to
present quantitative relationships in the research literature.
There are many ways to present quantitative relationships such
as tables of figures, graphs, charts, etc. When describing
quantitative relationships, authors should analyze in detail or
draw specific conclusions.
5.2.2. Style used in research reports

• A diagram is an intuitive visual representation of the

relationship between the components or processes of a
business process or system operation. When presenting the
diagram, the author should have a detailed explanation of the
operation of the system below, avoiding the general only.
• In some scientific reports can use illustrations.
5.2.3. Hình thức trình bày báo cáo nghiên cứu khoa
học.

• For this module, the format and presentation will follow the
guidelines provided by the Dean of the Thuong Mai Univesity
(Laws No. 754 / QD-ĐHTM, 26 November 2012).
• Other scientific materials will be presented in accordance with
the general provisions of the scientific literature or at the
request of the publishing company.
5.2.3. Hình thức trình bày báo cáo nghiên cứu khoa
học.

• The content of the scientific report will present the results of

the research and usually include the following topics: the
urgency of the topic, the context of the research problem, the
research methodology, the results of the analysis and the
conclusion on research issues, recommendations and
recommendations, if any.
Regulations on the form of presentation

• Paper size: The paper size for the entire paper is A4 (210mm x
297mm). Text Use the Microsoft Office Word editor to use the
Vietnamese Unicode font that specifies alignment (top, bottom,
left, right) to 2cm on each side.
• Cover of the report: In addition to the logo and headline
(usually the name of the school), this page includes: subject
name, author name and administrative grade; Teacher's name
and last line of time.
Regulations on the form of presentation

• Topic title: The title of the topic must clearly state the meaning
and purpose of the topic in a concise and concise manner. The
name must be written in capital letters, 14 font Times new
roman, bold and centered.
• Author's name, class: Author's name (co-author, if any),
including full name and class name. If there is more than one
author, each name will be represented by a line. The format
used is Times New Roman font, bold size 12 and right.
Regulations on the form of presentation

• Name and Title of the Instructor: This format is the same as the
author's name.
• Last Title: Include place name, year of publication. This format
uses the new Times Roman roman font, size 14, bold and
centered.
• Sub-cover of the topic: This subpage is a copy of the cover
page.
Regulations on the form of presentation

• Content pages: Include a table of contents, a list of tables, an

acronym (in alphabetical order), the contents of the chapters,
the contents of the chapters and the conclusions. Except for
the table of contents, references, and indexes, these pages are
numbered and displayed in the order of 40 to 60 pages (with
the subject of student research or graduation thesis).
Regulations on the form of presentation

This format uses the new Times Roman roman font, size
13, from lines 1.3 to 1.5 lines, normal density and uncompressed
or stretched letters. For headlines, the line spacing should be 6 pt
(for the previous and next). The page format of this section is 3
cm in the right margin and 2 cm in the other margin.
Regulations on the form of presentation

• Title style: The title for the content of the document usually
includes chapter titles and chapter titles for each chapter.
• Chapter Title: The title of the chapter is displayed at the top of
a new page, capitalized, size 13 with Times New Roman font
stretched to 1.3. The format for this header is centered and
paragraph spacing (before, after) is 12pt.
Regulations on the form of presentation

• Section title and subsection: The title for the title in the
chapters is given in the form 1.1; 1.2; 1.1.1, 1.2.2 ... depending
on the number and level of the title. The format for the title is
bold, left margins and the same font size as the text in the
chapters.

Attention
Grouping numbers into a maximum of four digits. For each
item, include at least two categories.
Regulations on the form of presentation

• Schedules, diagrams, equations and drawings: Tables,

diagrams, equations and drawings must be numbered with the
number of chapters.
• For example: "Table 4.3" means Figure 3 in Chapter 4. For
tables, diagrams, equations taken from other sources must be
cited in accordance with the citation rule.
Regulations on the form of presentation

• Schedules, diagrams, equations and drawings: The title of the

record above the table, the title of the figure written below. For
tables and graphs, it must be consistent with the contents of
the table and graph at the first. With tables, long graphs can be
presented on separate pages, but must also follow the content
mentioned and must have reference instructions.
Regulations on the form of presentation

• For equations or formulas: All equations (formulas) should be

numbered and enclosed in parentheses in the right margin. If a
group of equations carries a number, then these numbers are
enclosed in parentheses and each formula in the formula group
is subdivided as subdivisions.
Regulations on the form of presentation

• Citation: When quoting, it should be clear, complete, and

scientific so that the reader can easily reference the source
material. Full citation is also a serious implementation of
intellectual property law and copyright. However, with popular
knowledge, we will not need to quote.
Regulations on the form of presentation

Some common types of citations:

Verbatim citations: If the excerpts are less than two sentences,
they may be presented in the same paragraph as quoted and
quoted (""). If the number of quotes is large, the quoted text will
be split into independent paragraphs and presented back to
around 2 cm (both left and right) as compared to the other
paragraph, not in quotes and in italics.
Regulations on the form of presentation

Some common types of citations:

• Reference Citation: This citation is in the order of the
references in the document and is usually written in brackets or
braces, including the name of the author, year of publication.
For citations from multiple sources, list the documents in
ascending order (with square brackets) or ascending order (if
quoted in curly brackets). For references containing multiple
authors, the quote used is the first author's name with the
phrase and other authors.
Regulations on the form of presentation

• References: References are in alphabetical order of the author's

name. There are two ways of presenting a bibliography
according to the citation. If quoted in square brackets ([]), the
order of references is also numbered.

For example
Kelsey, J. L, (1996), Methods in observational epidemiology,
Oxford University Press, New York.
1. Cochran, W. G, (1977), Sampling Techniques, John Wiley &
Sons.
Regulations on the form of presentation

• If cited by author and year, no references should be made in

the reference list.
For Example
Thọ, N. Đ, (2011), Phương pháp nghiên cứu khoa học trong
kinh doanh, Nhà xuất bản lao động xã hội.
• If the reference is from a web site, the address and date should
be indicated.
Regulations on the form of presentation

• If references are in both Vietnamese and foreign languages,

they will be classified in each language (Vietnamese, English,
French ...). The documents in foreign languages shall be kept in
the original language, not transliterated or translated.
• If the author is Vietnamese, then in alphabetical order by
name, for foreign authors, the alphabetical order is followed by
their name.
Regulations on the form of presentation

• Page Report Numbering: The page number is typed in the

middle and bottom of each page. For the first part of the report
(list of images, tables ...) can be ordered or not. If ordering, use
Roman numerals like: i, ii, iii ... and do the same for the
appendices.
• Appendix of the report: This section includes illustrative
contents in support of the content of the report such as data,
forms, pictures, questionnaires, questionnaires, etc.
Regulations on the form of presentation

• Always read the "self-understanding" of the writer without

explaining. When presenting the viewpoint of the subject
matter of the study, the author should always ask himself
whether he will answer the reader's questions as "how to make
that statement".
• Avoid using quotation marks when beginning sentences,
paragraphs.
• Avoid abuse of citations in reports.
• Avoid unnecessary acts in the report.
5.3. Presentation of scientific research reports

The scientific report should be clearly presented, showing logic,

expressing confidence, avoiding monotonous, lengthy quoting or reading
the entire contents of the report. To do that, the author should prepare the
contents of the report by writing a summary on the slide, or by writing on a
paper, preparing tables, diagrams, drawings… How to convey the content
that needs to be presented to the audience in an intuitive and
understandable way.
5.3.1. Prepare presentations

a. Determine the purpose of the presentation

Purpose: Be clear before you start writing your presentation. The author
should determine whether this is an investigation, description, test, analysis
or presentation of experimental results. From there, we will know how to
divide the presentation structure accordingly. Setting clear objectives for
the presentation will give the audience a brief and comprehensive overview
of the report.
5.3.1. Preparing an oral presentations

a. Determine the purpose of the presentation

• Audience: With the scientific research report of the students, the
audience is often the students and teachers in the University.
• Presentation format: Usually required for the number of slides, file
format when submitting the presentation to the organizers of the
presentation
5.3.1. Preparing an oral presentations

b. Prepare relevant resources

This is an important step in writing a presentation, which will be taken from
the author's own research. Then, summarize the main issues and briefly
present the content, how to fit the presentation time.
5.3.1. Preparing an oral presentations

c. Prepare presentations
The most commonly used word processing tool is MS PowerPoint, which is
less popular, such as Latex, Prezi, Slide Rocket, and many more tools to
create video or audio such as: Movie Maker, Adobe Flash ...
5.3.1. Preparing an oral presentations

d. Presentation test
This step makes it easy for the author to capture the time required for the
presentation, avoiding undue errors and predicting possible situations.

Presenters should:
• Use simple, coherent language
• Structured logic speech
• Briefly, clearly and succinctly
5.3.2. Presentation structure

a. Header
The main content that this part should have, including: Introduction to
yourself, the goal of research, the general content will be presented in the
presentation. The time spent on this part is from 1 to 2 minutes.
5.3.2. Presentation structure

b. Main content
It should be presented explicitly between the important ones, mainly with
the minor ones. After each section should be closed to the main ideas for
the audience to remember. Content should answer the following questions:
• What is the research topic?
• How is the topic done?
• What have the results achieved?
5.3.2. Presentation structure

b. Main content
This content is taken from the content of scientific research topics to
present. Content should be organized scientifically and logically. Graphs,
models, cities can be used to increase the visibility and reliability of the
report. However, attention should be paid to the presentation time, not too
long but should not be too short. Often the time presented for this part of
the student research report is 7 to 10 minutes.
5.3.2. Presentation structure

c. Conclusion
This section will often summarize the results obtained in the study, the
problems, the problems that exist and propose the next direction of the
study. The presentation time is about 1 to 2 minutes. In addition, it is
possible to list important citations for the study.
5.3.2. Presentation structure

Normally, a presentation should ensure a harmonious combination of four

elements: content, method, tool and time distribution. We have the form
below:
Content Method Tool Time
1/ Header Presentation / Q & A Micro 1-2 minutes

2/ Main content Presentation / Experiment Micro 7-10 minutes

+ Projector/ black board +
paper-pen
3/ Conclusion Presentation / Q & A Micro 1-2 minutes
5.3.3. Presentation tools

There are quite a number of different presentation tools, such as black or

white boards, images, videos, or tables, drawings on paper ... However, to
help the presenters express the Ideas are professional and easy to
understand, demonstration software has been released and MS
PowerPoint is a tool that is used quite a lot today.
5.3.3. Presentation tools

Some of attention when using PowerPoint presentations

Color slide: The color of the slide should be harmonious, easy to see and
consistent throughout the presentation. Especially, when choosing the
template for the slide, it should be based on the content presented to
choose the appropriate.
Fonts: Sans serif fonts are often used as fonts: Arial, Tahoma ... font size
is usually 44pt, text in the content is about 30pt.
5.3.3. Presentation tools

Allocate information on each slide

Title: Each page of the slide should have a title, if multiple slides have the
same title, the next slide still uses that title and add to the phrase (next).
Content: The number of words in the slide should not be too much, so use
bullet for each idea to express the content, and should use a consistent (or
not too many) fonts in each slide.
5.3.3. Presentation tools

Presentation effect
To make the presentation more lively, can add effects such as flowing text,
blurring, splitting ... in the Animations section of MS PowerPoint. However,
this should not be abused because it can easily distract the audience and
may result in the listener not remembering the focus of the presentation.
5.3.3. Presentation tools

Use tables, charts

Presenting results through diagrams and tables will make presentations
more intuitive and general. However, it should be noted that the table size
should not be too small or too many rows, columns in the table will make
the audience difficult to follow.
5.3.3. Presentation tools

Slide test
Before the presentation should test the slide to see what is left of content
and form. In addition, the slide test helps the author quantify the
presentation time of each slide and the whole slide is too short or too long
compared to the time specified. All these things will make the author more
confident when presenting the report.
5.3.4. Some attention to presentation

Avoid reading / abusing slide

Reading or abusing the slide will make the listener feel that the author does
not seem to understand the subject matter. This leads to boredom for the
listener. Putting too much content on the slide will confuse the
presentation, so just put the emphasis on the presentation through the
bullets in the slide.
5.3.4. Some attention to presentation

Avoid reading from texts available

Reading from pre-written text greatly affected the quality of presentations,
such as: Do not know who is listening can hear her say? Do not master the
content of his presentation and not attract the audience.

Avoid rambling
Should focus on the main content, avoid rambling away from the topic,
both time-consuming and diluted problem should present.
5.3.4. Some attention to presentation

Present clear, coherent and accurate content

Presenting clearly, coherently, and with consistency between ideas will
make the listener feel easy to follow and understand. In addition, providing
accurate information, clear and rigorous arguments, makes the
presentation more credible.
In particular, with the important content or conclusions, somehow the
speaker needs to make the listener remember and be impressed with the
information, so that the new presentation leaves good results. pretty.
5.3.4. Some attention to presentation

Costume suit
Choosing the costume for the presentation is also quite important. This
shows respect to the audience. With an important presentation, choose
polite, courteous clothes. And for presentations that do not require
formality, depending on the purpose, we can choose simple outfits or
colors.
5.3.4. Some attention to presentation

Contact with the audience through gestures, eye contact and body
language
When the author learns to use non-verbal language such as gestures, eyes
or body language, it can create surprising effects.
5.3.4. Some attention to presentation

For example
If the speaker moves closer to the listener to create a closeness,
friendly to the audience. Often have the smile or the eyes are friendly to the
audience, confident style, comfortable, not tense will make the audience
feel comfortable and enjoy the speaker. Conversely, if the speaker is
looking at the ceiling or bowing to the ground, his eyes are not aimed at the
audience or his expression is stressful ... it causes discomfort or is
considered inferior to the listener.