1. INTRODUCTION TO RESEARCH
TUTORIAL 4
GE4
INTRODUCTION TO RESEARCH
Chapter 7 and 8 KUMAR
Arief Hühn
Allerd Peeters
Frank Weissman

2. Research process: Eight-step model
Chapter 3
Reviewing the literature
Chapter 4
Formulating a research problem
Chapter 5
Identifying variables
Chapter 6
Constructing hypotheses
Chapter 9
Selecting a method of data collection
Chapter 10
Collecting data using
attitudinal scales
Chapter 11
Establishing the validity
and reliability of a research Instrument
Chapter 13
Writing a research proposal
Chapter 15
Processing data
Chapter 16
Displaying data
Chapter 7
The research design
Chapter 8
Selecting a study design
Chapter 12
Selecting a sample
Chapter 14
Considering ethical issues
in data collection
Chapter 17
Writing a research
report
Formulating a research problem
Conceptua- lising a research problem
Constructing
an instrument for data collection
Selecting a sample
Writing a research proposal
Collecting
data
Processing
Witing a research report
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
What?
How?
Collecting data
GE4 – Introduction to research
GE5 – Conducting Research

3. RESEARCH Design (Method)
Conceptualize an operational plan to complete a study
Ensure that the study obtains valid, objective answers to the research questions

4. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
What the study population is
How they are identified ( where you find them, how to get them involved)
If you will use a sample or not
How the sample will be drawn
Method(s) of data collection
How the responses will be registered
If there are ethical issues that need to be addressed
If possible create a Model

5. RESEARCH Design (Method)
Teaching Business Statistics in a Computer Lab:
Benefit or Distraction?
Linda R. Martin
University of New Haven, West Haven, Connecticut, USA

6. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
What the study population is
During the fall 2009 semester, I taught two classes the same course in introductory business statistics. How they are identified (where you find them, how to get them involved)
If you will use a sample or not
No sample
How the sample will be drawn
So not to be drawn

7. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
If you will use a sample or not
One section was taught in a computer-lab where each student sat in front of a PC. The PCs had and Internet connection as well as Microsoft Office and other instructional software installed. The second section was taught in a typical classroom
How the sample will be drawn
Method(s) of data collection

8. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
Method(s) of data collection
To test the effect on the learning environment, I conducted an experiment to isolate the direct influence of in-class use of a computer.

9. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
Method(s) of data collection
Students were given three exams during the course of
the semester. The exam score was considered the measurement
of the student’s performance. The exam consisted of problems obtained from the text (Levin, Stephan, Krehbiel,& Berensen, ) and other similar introductory statistical textbooks.

10. Research Design (described in the method section)
What STUDY DESIGN is used (later in the slides)
How the responses will be registered
The exam score was based on a scale from 0 to 100. The exams were identical in both classes, although there were two versions given within each class to prevent cheating. One version was printed on white paper and the other on a pastel-colored paper, thus minimizing the effect of color (Fordham & Hayes, 2009). The exams for both classes were held in computer labs.
If there are ethical issues that need to be addressed
If possible create a Model

11. Research Design (described in the method section)
What STUDY DESIGN is used ( later in the slides)
If there are ethical issues that need to be addressed
Ethical issue in this study might be, that because you teach students differently, you might give a disadvantage for 1 class, that will lead to a higher fail rate and therefore damaging the students study carreer

12. Research Design (model)
Attitude advertising in general
Innovativeness
Intention to use the application
LBA
Intrusiveness
Attitude mobile application
Intention to buy the product
Graphical Representation
Product Involvement

13. Research design
When you have described what you want to know, your next step should be to find out the way to retrieve the data ( information) you need to answer you Question
The so called study design

14. Study Design Based on the number of contacts Cross-sectional
Before-and-after studies
Longitudinal studies

15. Study design Cross -Sectional Often used in social sciences
Found out the prevalence of situation by taking a cross-section of the population
Obtain an overall ‘picture’ at the time of the study
Advantage: Relatively cheap and easy
Disadvantage: Cannot measure change

16. Study design
Cross -Sectional

17. Study Design Before and After Studies
Most appropriate to measure change of an intervention
Change =difference before and after the intervention
2 cross-sectional data sets
Disadvantages:
Takes more time (compared to cross-sectional)
Time lapse may result in attrition in the study population
Measures total change
Maturation effect: if time lapse significant study population might change
Reactive effect of the instrument
Regression effect (shift in attitude): people who place themselves at the extreme might shift towards the mean at the ‘after’ stage
Changed recept

18. Study design 2000 2005 2014 Longitudinal Study:
Pattern of change in relation to time
Collect factual info on a continuous basis
Study population is visited number of times at regular
intervals over a long period
Intervals (usually) not fixed, short or long
Participants may not be the same
Can be seen as a series of repetitive cross-sectional studies
Disadvantages of before-and-after
-conditioning effect: participants know what is expected of them
2000
Change over time
2005
2014

19. Study design
Cross Sectional versus Longitudinal (Example)

20. Study design BASED ON THE REFERENCE PERIOD
Retrospective ( What have you done, watched, opinion)
Prospective ( What are you planning to do)
Retrospective-prospective ( What have you done, What will you do)

21. Study design BASED ON THE REFERENCE PERIOD
Retrospective (What have you done, watched, opinion)
How much time did you spend on our study last week?
Prospective (What are you planning to do)
How much time are you planning for the exams in block D
Retrospective-prospective (What have you done, What will you do)
Did you buy a new kitchen during the last year
Are you planning to buy a kitchen in the next 12 months?

22. Study design BASED ON NATURE OF INVESTIGATION Experimental
two groups control
Intervention
measures the effect of the intervention
Non-experimental
Quasi- or semi-experimental

23. 1. Experimental
Starts from the (assumed) cause and tries to establish the (assumed) effect Independent variable can be observed, introduced, manipulated by the researcher Carried out in either controlled or natural environment Different experimental designs: Drop pages 115 – 122 (!) You only have to know the distinction between: Between-subjects designs Within-subjects designs

24. 1. Experimental
Between-subjects designs

25. 1. Experimental
Within-subjects designs

26. 3. Quasi-experimental
An intervention takes place, however there is no control group

27. 2. Non-experimental
All others

28. Overview of study designs
Cross sectional
Before -after
Longitudinal
Experiment
Quasi experiment (Before- After)
Trend studies (longitudinal)
Cohort studies (longitudinal)
Panel studies (longitudinal)
Case Study (One Object)
Comparative Study (Two Objects)

29. 1. Trend studies
Similar to retrospective-prospective Select a number of data observation points in the past together with a picture of present or immediate past with respect to phenomenon of study and then make assumptions as to future trends e.g, Sales of Tablets in the Netherlands over the last 4 years

30. 2. Cohort studies
Existence of common characteristic within a subgroup of a population
E.g. employment pattern of a IMEM graduates of 1985

31. 3. Panel studies Longitudinal (Prospective)
Information always collected from the same participants

32. 1. Case study
The ‘case’ can be: a individual, a group, a community, an instance, an event, a subgroup, a town, etc. The study population is treated as one entity The ‘case’ you select becomes the basis of a thorough, holistic and in- depth exploration of the aspects you want to find out about An approach in which a particular instance of a few carefully selected are studied intensively Used when you (1) Explore an area where little is known, (2) Want to have a holistic understanding of the situation Need to build rapport with members of study population Use of multiple methods

33. Reading and assignments
Lecture
about chapters
Assignment
deadline 1
1 and 2
(1) Find two articles, (2) Article summary
seminar 2 2
3 and 4
(3) Define a research problem
seminar 3 3
5 and 6
(4) Reviewing literature
seminar 4 4
7,8,12, APA 6-7
(5) Design and sampling method
seminar 5 5
9,13
(6) Write your research proposal
seminar 6 6
10,11,12
(7) Create a questionnaire
seminar 7 7
Recap
(preparation)
(exam)
Assignment week X means you need to do the reading / assignment before the tutorial of week X!

34. Sampling Method (part of the assignment)
For the assignment Read Chapter 12 (Kumar)
Find out what in our case is the best way to obtain the necessary information.

35. Bring The APA Style Guide With you