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Writing
up Research
Method
and Research Design
This
page is designed to be interactive, so in places you can jump forward for more
information, or you will be asked questions that you find answers by using the
links. Simply click on the link, then use the 
to return to where you were. This page covers:
Purpose
Common
problems
Examples
of different types of research
Examples
of method sections
Writing
your own method section
PURPOSE
The
method section answers these two main questions:
1.
How was the data collected or generated?
2.
How was it analyzed?
In
other words, it shows your reader how you obtained your results.
But
why do you need to explain how you obtained your results?
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We
need to know how the data was obtained because the method affects the
results. For instance, if you are investigating users' perceptions of the
efficiency of public transport in Bangkok, you will obtain different
results if you use a multiple choice questionnaire than if you conduct
interviews. Knowing how the data was collected helps the reader evaluate
the validity and reliability of your results, and the conclusions you draw
from them. |
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Often
there are different methods that we can use to investigate a research
problem. Your methodology should make clear the reasons why you chose a
particular method or procedure. |
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The
reader wants to know that the data was collected or generated in a way
that is consistent with accepted practice in the field of study. For
example, if you are using a questionnaire, readers need to know that it
offered your respondents a reasonable range of answers to choose from
(asking if the efficiency of public transport in Bangkok is "a.
excellent, b. very good or c. good" would obviously not be acceptable
as it does not allow respondents to give negative answers). |
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The
research methods must be appropriate to the objectives of the study. If
you perform a case study of one commuter in order to investigate users'
perceptions of the efficiency of public transport in Bangkok, your method
is obviously unsuited to your objectives. |
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The
methodology should also discuss the problems that were anticipated and
explain the steps taken to prevent them from occurring, and the problems
that did occur and the ways their impact was minimized. |
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In
some cases, it is useful for other researchers to adapt or replicate your
methodology, so often sufficient information is given to allow others to
use the work. This is particularly the case when a new method had been
developed, or an innovative adaptation used. |
COMMON PROBLEMS
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irrelevant
detail |
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unnecessary
explanation of basic procedures |
Remember
that you are not writing a how-to guide for beginners. Your readers will be
people who have a level of expertise in your field and you can assume that
they are familiar with basic assessments, laboratory procedures etc, so do not
explain these in detail. For example: "Total chlorophyll content
(microgram/gram vegetable tissue) was determined spectrophotometrically by the
Anderson and Boardman method (1964), as adapted by Barth et al., (1992)" (Barth
et al., 1993). Notice that the authors do not explain the Anderson and
Boardman method (we can assume it is known in their field of study) nor their
own previous adaptation of it (because the adaptation has already been
recorded in the work they published in 1992). However they do record in detail
their own procedures that have not been previously recorded: "At each
time interval, three replicates/treatment were taken, ground (stem and
florets) with a Kitchen-Aid grinder Model K5-A and used for determination of
reduced ascorbic acid" (Barth
et al., 1993). Notice that they specify the equipment used because it
could affect the results.
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problem
blindness |
Most
of us encounter some problems when collecting or generating our data. Do not
ignore significant problems or pretend they did not occur. Often, recording how
you overcame obstacles can form an interesting part of the methodology, and
means you can also give a rationale for certain decisions, plus a realistic view
of using the methods you chose.
OVERVIEW
This
is how method fits into your thesis:
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Introduction:
introduction of research problem introduction of objectives introduction
of how objectives will be achieved (methodology), optional introduction of
main findings and conclusions, optional |
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Literature
review: review of previous work relating to research problem (to
define, explain, justify) review of previous work relating to methodology
(to define, explain, justify) review of previous work relating to results
(particularly reliability, etc.) |
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Method
(how the results were achieved): explanation of how data was
collected/generated · explanation of how data was analyzed explanation of
methodological problems and their solutions or effects |
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Results
and discussion: presentation of results interpretation of results
discussion of results (e.g. comparison with results in previous research,
effects of methods used on the data obtained) |
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Conclusions:
has the research problem been “solved”? to what extent have the
objectives been achieved? what has been learnt from the results? how can
this knowledge be used? what are the shortcomings of the research, or the
research methodology? etc. |
SOME
EXAMPLES OF DIFFERENT TYPES OF RESEARCH
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analysis:
classes of data are collected and studies conducted to discern patterns
and formulate principles that might guide future action |
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case
study: the background, development, current conditions and
environmental interactions of one or more individuals, groups,
communities, businesses or institutions is observed, recorded and analyzed
for stages of patterns in relation to internal and external influences. |
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comparison:
two or more existing situations are studied to determine their
similarities and differences. |
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correlation-prediction:
statistically significant correlation coefficients between and among a
number of factors are sought and interpreted. |
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evaluation:
research to determine whether a program or project followed the prescribed
procedures and achieved the stated outcomes. |
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design-demonstration:
new systems or programs are constructed, tested and evaluated |
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experiment:
one or more variables are manipulated and the results analyzed. |
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survey-questionnaire:
behaviors, beliefs and observations of specific groups are identified,
reported and interpreted. |
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status:
a representative or selected sample of one or more phenomena is examined
to determine its special characteristics. |
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theory
construction: an attempt to find or describe principles that
explain how things work the way they do. |
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trend
analysis: predicting or forecasting the future direction of events. |
METHOD
SECTION: AN EXAMPLE
The following example is
abridged (the introduction has been removed, as well as the results, discussion
and conclusions).
Task: Look for the
purpose of each part of the methodology. Examine each sentence and see if you
can decide its function. Here is a range of possibilities to help you: rationale
(reasons for doing something), description (e.g. of equipment), purpose (e.g. of
the model), application (how something is used), structure of the research (the
order in which information will be given), assumptions (for a model), parameters
(these may be variables that are measured).
Click on the highlighted
sentences for suggested answers, then return here using the .
The answers are designed for you to jump and forth rather than to read as a
complete text.
Production and Storage
of Ice for Cooling Buildings
Wubben, E.A., Shapiro, H.N. and Nelson, R.M. Transactions of the ASME, Vol.
111, pp. 338 - , 1989.
Abstract
A strategy that may provide economic benefits in buildings is to use and ice
production system to provide cool storage for later use when cooling is
needed. Understanding the fundamental dynamics of the storage tank is critical
in determining the feasibility of such strategies. For this purpose, a lumped
parameter model of ice growth on a heat exchanger is developed. Results of an
experimental study of an ice storage system installed in a residential
research facility are also presented. The results of the parametric study are
also presented that show some of the effects of geometric and operation
variables on system performance. Trends exhibited in the results suggest ways
to optimize ice production for the particular exchanger studied.
Introduction [removed]
Lumped Parameter Model
of Ice Growth
In this
section, governing equations are developed to model ice growth on the heat
exchanger plates. The model is
intended to characterize the dynamics of the ice growth without the [added
problem] of the detailed ice profiles. The presentation begins
with mass and energy balances and concludes
with the development of a model for the heat transfer between the water
and the coolant.
Energy and Mass
Balances
An analytical model of a storage tank and heat exchanger was
constructed to predict the amount of ice that could be produced on the
heat exchanger. The
model predicts the energy flows into and out of the storage tank by
considering energy and mass balances for a suitable control volume. The
rates of energy removal from the tank are related to parameters that
depend on the properties of the storage medium, the physical characteristics
of the system, and the environmental conditions. After this model was verified
by experiments, it
was used to predict the effects of these parameters on the system
performance.
The heat exchanger,
illustrated in Figs. 1 and 2, consists
of two plates with attached tubes placed in parallel between supply and
return headers. This type of heat exchanger was
chosen because of its thermal characteristics, large surface area, ready
availability, and because the ice remains attached to the heat exchanger. To
simplify the model, no stratification of the water is allowed in the
storage tank. A submerged pump is placed in the tank to keep the water well
mixed.
WRITING
YOUR OWN METHOD SECTION
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Bear
in mind the purpose of the method section. |
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Keep
notes of what you did, why you did it, and what happened. Some researchers
keep research diaries so that they have a record of the methods they used.
Make sure you develop some way of recording your work, and that you then
carefully select which material to include in your final methodology
section. |
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Remember
who your audience will be, and be careful not to include unnecessary
details. |
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Avoid
using "I" to write about what you did. Do not use "we"
unless you really were working with one or more other researchers. One way
to avoid this problem is to use passive
voice. |
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Verb
tenses - be consistent, and choose the correct one! |
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