Running head: FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER

Fundamentals of Research Methodology Paper Jessica Cruz PSY 540 August 9, 2013 Instructor: Stacey Soeldner

FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER

Fundamentals of Research Methodology This paper will clarify the science of psychology, explain the scientific method. Distinguish between qualitative and quantitative data and describe the process of scientific theory. To begin with, the science of psychology is an experimental approach, which depends on experimentation and direct observation for replying to questions, it is one component that was vital for the development of the science of psychology. Science is an exploration for facts. Every scientists and any group project involved in science must make certain that the ethical context in scientific pursuits takes place and meets maximum standards. Misrepresentation, deception, and lies should not be involved in the scientific analysis. Science reflects a human risk and habitually more of a wager than true facts. Together researchers and organizations that employ these persons battle for incentives in a competition for money, careers, and reputations at risk. The amount of scientific periodicals written by a university associate of faculty, for instance, classically is a chief influence persuading choices concerning specialized expansion over promotion. In circumstances like this, there are regrettable, but apparently unavoidable, events of technical indiscretion. However, the scientific method, is a means to develop knowledge, a technique for the way in which one answers questions. The reasons and techniques used to achieve answers. The scientific method is practical and involves systematic, controlled examination. For over a century the scientific method has been the source for analysis in the discipline of psychology. The scientific method does not entail specific types of tools, nor is it linked with a specified set of techniques or procedures. There are many successful approaches to attaining knowledge about individuals and ones world, such as art, theology, literature, philosophy, and other disciplines.

FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER The scientific method is discernible from the other methods, but all of these approached shares the same objective, in search of the truth. A good way to comprehend the scientific method as a means of seeking truth is to differentiate it from ones daily ways of comprehending. This scientific method assists

individuals to be able to extend ones daily ways of comprehending. Similar to a microscope or a telescope this scientific method may extend individual abilities to see. The objectives of this scientific method are application, explanation or prediction. Quantitative and qualitative exploration could be of use to define conduct. Opinion a major origin of scientific description. While two processes link (correlate), one may guess the worth of one amount by knowing the worth of the other. Explanation and understanding are attained when the reasons of a miracle are exposed. This involves that proof be supplied for co variation of proceedings, meaning a timeorder connection exists, and other reasons are excluded. When two possibly real variables co vary such that an independent result of each variable on conduct cannot be concluded, one states that ones research is confounded. Even when a carefully controlled experiment allows the researcher to form a causal inference, additional questions remain concerning the degree to which the discoveries may generalize to label other people and settings. Decisions regarding a descriptive method will be described here. For example in the exercise following on will, ask another to respond to the questions that follow, this is a description of a brief observational study. Scholars in a study techniques class did an observational experiment to investigate whether learners ability to concentrate while studying was affected by where he or she studied. Particularly, students were observed in two locations on campus, the library and a lounge in the student union. The research method was used while students made his and her observations while appearing to be studying in the library or the

FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER lounge. They observed only students sitting alone in each location had study materials such as a textbook or a notebook open in front of them. During a 5-minute observation period, the observers recorded the amount of time each student was studying, as indicated by either looking at the materials or writing. The student observers expected to find that students would be able to concentrate better in the library than in the student union. Five student observers made observations for a total of 60 students in the library and 50 students in the student-union lounge

from 9 to 11 P.M. on the same Monday evening. The mean time that students in the library spent studying was 4.4 of the 5.0 minutes. The corresponding mean time for students in the student union was 4.5 of the 5.0 minutes. The research methods students were surprised by two aspects of his and her findings. First, they were surprised to find that students studied for nearly 90% of the 5-minute study interval. They were even more surprised that, contrary to his and her prediction, the study times did not differ for the two locations. Identify what kind of observational technique the students presented in his and her research project, and explain what characteristics of these students study one could use to make identification. Could one think the operational definition of concentration used for the dependent variable captured students concentration? How could these students operational definition of the dependent variable have contributed to both the high overall level of study time students observed and the lack of a difference between the two locations? What could one recommend to improve the operational definition of concentration in this study? Why would the time-sampling plan in a study of this type be especially important? How could the time sampling plan used in this study be improved to increase external validity? Consider for the sake of this question that students can concentrate better in the library than in the student-union lounge. How could the nature of the material that the students were studying in

FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER the two locations have led to the finding that there was no difference between the observed concentration by students in the library and in the student union? How behavior is recorded also depend on whether the investigator is doing qualitative or quantitative research. The results of a qualitative study are presented chiefly in the form of verbal description and logical argument. Reports of quantitative research mainly emphasize statistical description and analysis of data to support a studys conclusions. The most important point to remember is that how one choose to record performance regulates how outcomes of ones study are ultimately reported, measured, analyzed and summarized (Shaughnessy, Zechmeister, & Zechmeister, 2009). Scientific theory testing and construction are at the core of the scientific approach of psychology. A concept is defined as an understandably ordered set of propositions that aids to explain happenings, label dealings among these happenings, and clarify the existence of the proceedings (Wixted, 2007). Concepts have the imperative roles of establishing experimental

information and managing investigation by proposing testable theories. Intervening variables are serious to concept expansion in psychology because these constructs permit scientists to clarify the connections between dependent and independent variables (GOODMAN-DELAHUNTY, & FOOTE (2009). In conclusion this paper described the process of scientific theory, distinguished between qualitative and quantitative data, explained the scientific method, and clarified the science of psychology.

FUNDAMENTALS OF RESEARCH METHODOLOGY PAPER

References GOODMAN-DELAHUNTY, J., & FOOTE, W. E. (2009). Forensic Evaluations Advance Scientific Theory: Assessing Causation of Harm. PCSP: Pragmatic Case Studies In Psychotherapy, 5(3), 38-52. Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2009). Research methods in psychology (8th ed.). New York: McGraw Hill. Wixted, J. T. (2007). Dual-process theory and signal-detection theory of recognition memory. Psychological Review, 114(1), 152. Retrieved from http://search.proquest.com/docview/214218379?accountid=458