SCHOOL: SOCIAL OF SCIENCES

DEPARTMENT: INSITITUTE OF SECURITY STUDIES, JUSTICE AND ETHICS

COURSE: BACHELOR OF ARTS IN SECURITY STUDIES & CRIMINOLOGY

UNIT TITLE: RESEARCH METHODS

UNIT CODE: JBCU 001

FACILITATOR: DR. RUTH THINGURI

GROUP TWO

NAMES REG NUMBERS

PATRICK KWESIGA BCSM/35632/2015

APOLYNE WANJIRU BCSM/34382/2015

MOHAMED OSMAN BCSM/37249/2015

MAJDAA ALI BCSM/35046/2015

BIKO STEVEN BCSM/34795/2015

DOREEN NAMPASO BCSM/34497/2015

EMANNUEL KIBET BCSM/35989/2015

DENIS MAINA BCSM/38232/2015

LESSSON 1

Essential components of a research Sources of Topics

Challenges Encountered in Topic Selection
Criteria for selecting a research topic
Scales for rating a research topic/abstract

The essential components of a title or topic include:

A preceptor: a term that guides and provides direction aimed at a specific performance eg an
investigation, analysis, an assessment etc
Functionality: the task or action for which a study is designed for-eg effectiveness, efficiency,
relationship
Independent variable: it represents the inputs or causes, or are tested to see if they are the cause
Dependent variable: It represents the output or effect, or is tested to see if it is the effect
Location of study: scope of study in terms of where the study will be conducted

Challenges Encountered in Topic Selection

There are various challenges encountered in topic selection, and some have resulted in
researchers abandoning the project halfway, or the project taking longer to be completed than
anticipated. The following are some of the problems encountered in topic selection.
a) Choosing a topic that is too wide

A researcher may select a research area that is too wide and fail to limit the scope. This occurs
due to underestimating the dimension of the topic. For example,
The effects of drought
Truancy in schools
These topics are vague and are difficult to study. The researcher needs to be specific about what
to study in these topics so as to come up with researchable aspects.
b) Choosing a topic that is too complex

This could be a result of terms used if they are too complex that they make the problem
unresearchable. For example, a study on the mushrooming of churches in Kenya is complex in
that it requires clear definition of the term "mushrooming." A single researcher cannot usually
undertake this type of research. It may require different approaches and a lot of capital besides
expertise. This topic may present the researcher with problems particularly during data collection
and analysis.
C) Choosing a title that is not specific

A researcher may select a title that is open to varied interpretations. For example, Crime in Kenya
is a wide title that is open to various interpretations. This is because there are also varied forms of
crime. For it to be effective, it has to be specific. To avoid this in title selection, the researcher
should be very clear and focused on what the independent and dependent variables of the study
are.
 D) Writing a title that is too wordy

A brief title is more effective than a long one. This is because variables are easily identified.
Some titles have too many words. To avoid this, researchers should ensure that words that are not
necessary for understanding the title are omitted. For example, the title. The effect of free primary
education on the academic performance of boys and girls in boarding and day schools in Kenya
can be summarized as the effect of free education on academic performance. When all else fails, a
two-pair title can be used with the parts separated by a colon.
E)Poorly formulated titles
Some titles are difficult to comprehend for example, Understanding drug abuse in Kenya. It is
difficult to comprehend what the term "understanding" means.
F) Lack of consistency

Some study titles neither tally with the research objectives, nor with the problem statement or
methodology applied. For example a researcher who in a study on the effect of price increase on
sugar consumption in Kenya, concentrates on finding out about student indiscipline in schools is
not addressing the title selected
G) Poor timing

Most research works have a limited time span for which data should be collected and presented.
Failure to adhere to this may lead to disqualifications or penalties. The researcher requires to
select a topic that is doable within the time frame of his/her academic pogramme, for example,
Effects of free primary education over a five year period may not be feasible for amaster's
programme.
H) Limited accessibility to materials and respondents

Criteria for selecting a research topic:

1. Relevance
2. Avoidance of duplication
3. Urgency of data needed (timeliness)
4. Political acceptability of study
5. Feasibility of study
6. Applicability of results
7. Ethical acceptability

Scales for rating a research topic/problem/abstract

These criteria can be measured by the following rating scales:

Relevance
1. = Not relevant
2. = Relevant
3. = Very relevant
Avoidance of duplication
1. = Sufficient information already available
2. = Some information available but major issues not covered
 3. = No sound information available on which to base problem-solving
Urgency
1. = Information not urgently needed
2. = Information could be used right away but a delay of some months would be acceptable
3. = Data very urgently needed for decision-making
Political acceptability
1. = Topic not acceptable to high level policymakers
2. = Topic more or less acceptable
3. = Topic fully acceptable
Feasibility
1. = Study not feasible, considering available resources
2. = Study feasible, considering available resources
3. = Study very feasible, considering available resources
Applicability
1. = No chance of recommendations being implemented
2. = Some chance of recommendations being implemented
3. = Good chance of recommendations being implemented
Ethical acceptability
1. = Major ethical problems
2. = Minor ethical problems
3. = No ethical problems

LESSON 2
Importance of Knowing Research Methods
Methods of Acquiring knowledge-Scientific and non-scientific

-Method of Tenacity (or Custom):People often cling to their beliefs in the face of clearly
conflicting facts. They even go to the extent of inferring new knowledge from beliefs that may
be false. Many people tend to believe thing simply because most people in their society assume
them to be true.

-Method of Intuition :This method is based on reason. Proponents of this method argue that
human beings have the ability to reason and reach truth, and that priori propositions are agreed
with reason and not necessarily with experience.

-The Mystical Methods :In this method, the correctness of the knowledge is assumed to reside
with the supernatural source. In this case, knowledge producers are an authority due their ability
to transmit the truth or knowledge imparted to them by supernatural forces.

Properties Scientific research Methods.

Properties Scientific research Methods.

Research is empirical since the aim is to know reality

 It is methodological; it depends on a planned, systematic and logical process of investigation

It is replicable and transmittable; this means anyoe placed in the same situation can observe the
same event and reasoning.

It is public

It is cumulative and self- correcting.

It is cyclic. This means that it starts logically with a problem and ends with a tentative empirical
generalization.

Characteristics of Social Science Research

Research attempts to solve an educational or social problem.
Research involves gathering new data from primary or first-hand sources or using existing data
for a new purpose.
Research is based upon observable experience or empirical evidence.
Research demands accurate observable and description.
Research generally employs carefully designed procedures and rigorous analysis.
Research emphasizes the development of generalizations, principals, or theories that will help in
undertaking predictions and control.
Research requires expertise familiarity with the field; competence in methodology; technical
skills in collection and analyzing data.
Research attempts to find an objective, unbiased solution to the problem and takes great pains to
validate the procedures employed.
Research is a deliberate and unhurried activity, which is directional but often refines the problem
or questions as the study progresses.

LESSON 3, 4 AND 5

Basic research
Applied research
Action research
Evaluation research
Step 4: Clearly Define Terms/objectives/questions/ and Concepts--Types of variables
Step 5. Research method/research design

Many times the initial problem identified in the first step of the process is too large or broad in
scope.
 In step 3 of the process, the researcher clarifies the problem and narrows the scope of the study.
This can only be done after the literature has been reviewed. The knowledge gained through the
review of literature guides the researcher in clarifying and narrowing the research project and
formulating the purpose of the study. This purpose is more narrowly focused and researchable
than the original problem.

Step 4: Clearly Define Terms, Concepts, purpose, objectives and research questions

Terms and concepts are words or phrases used in the purpose statement of the study or the
description of the study. These items need to be specifically defined as they apply to the study.

Terms or concepts often have different definitions depending on who is reading the study. To
minimize confusion about what the terms and phrases mean, the researcher must specifically
define them for the study.

By defining the terms or concepts more narrowly, the scope of the study is more manageable for
the researcher, making it easier to collect the necessary data for the study. This also makes the
concepts more understandable to the reader.

Formulation of research purpose, objectives and questions is critical at this stage to give direction
to the research/study

Step 5: Define the Population

Research projects can focus on a specific group of people, facilities, park development, employee
evaluations, programs, financial status, marketing efforts, or the integration of technology into the
operations. For example, if a researcher wants to examine a specific group of people in the
community, the study could examine a specific age group, males or females, people living in a
specific geographic area, or a specific ethnic group.

Literally thousands of options are available to the researcher to specifically identify the group to
study. The research problem and the purpose of the study assist the researcher in identifying the
group to involve in the study.

In research terms, the group to involve in the study is always called the population. Defining the
population assists the researcher in several ways. First, it narrows the scope of the study from a
very large population to one that is manageable.

Second, the population identifies the group that the researchers efforts will be focused on within
the study. This helps ensure that the researcher stays on the right path during the study.

Finally, by defining the population, the researcher identifies the group that the results will apply
to at the conclusion of the study.
LESSON 6

Qualities of an effective/good research proposal

Outline the format/contents of research proposal
Title page/cover page

Outline the format of research proposal

Discuss the research proposal development process

-Title page

-preliminary pages

GUIDELINES OF WRITING A RESEARCH PROPOSAL

1When writing a proposal for a bachelor or masters of education degree project or thesis students
are expected to follow the guidelines given by the university and the school of Education for
example, it is expected that the proposals should be:

2.Typed using Times New Roman (font 12)

3.Typed on A4 size paper

4.Double spaced that is, double line spacing should be used

5.Should only be typed on one side of the paper

6.Should have page numbers at the bottom centre of each page

LAYOUT OF A RESEARCH PROPOSAL

1.TITLE/COVER PAGE

Cover or title page of the studywhich should have the title. The title should not be more than 20 words,
should be clearly but economically worded and phrases which do not enhance the clarity of the title
should be left out.

Title of the study.

The title of the study should be clear and specific. It should state what the research topic is
and often the site of the study.

Name and registration number of the student

University legend-A proposal presented in partial fulfillment of the requirements for the bachelor
of education Degree of Mount Kenya University
 Month and year the report is approved

January 2010 (month and year of conference/ approval)2. PRELIMINARY PAGES

1.Declaration and approval page

Declaration which has the following words This proposal is my original work and has not been
presented for a degree in any other university. The student has to sign on this page and include
his or her student registration number.

Approval section which has the following words This proposalhas been submitted for
examination with my/our approval as university supervisor/s

2.Dedication: Dedication to the significant people who have shaped your destiny

3.Acknowledgment: Acknowledgment to anyone who has helped you along the way in the
preparation of the proposal/project

o 4.Abstract: which is a summary of the entire proposal therefore should include a summary of the
problem, objectives and methods used. The abstract should not be too long. Ideally it should not
have more than 500 words or it should not exceed a page and should be single spaced.
o 5.Table of contents: This shows on which page numbers the various sections of the proposal
appear
o 6.List of tables: lists all the tables used in your study-as table1.2.3.4
o 7.List of figures: lists all the figures used in your study-as figure1.2.3.4
o 8.List of Abbreviations and Acronyms: All abbreviations and acronyms included in the proposal
should be indicated here. Examples of these are
o MKU Mount Kenya University
o DICECE District Centre for Early Childhood Education
o KU Kenyatta University
o UNICEF United Nations Childrens Education Fund

LESSON 7

Importance of literature review

Process/Steps in literature review
Literature review skills/general rules of citation

1. It enables you to determine studies that have already been done, thus avoiding
duplication.
2. It makes it possible for you to identify research strategies and instruments which have
been found effective in investigating your problem. This will help you to profit from the
experiences of other researchers and to avoid their mistakes
3. It facilitates interpretation of the finding of your study
 4. It enables you to identify gaps in knowledge as well as weakness in previous studies.
These weakness help to select and define your research problem.

Steps followed in Literature

1. Choose a topic. Define the research question.
2. Decide on the scope of the review
3. Selection of the databases/ sources to be used in searches
4. Conducting the searches and find the literature.
5. Review the literature.
6. Code the literature:

LESSON 8

Research Designs and their characteristics

1. Quantitative methodology design

-Experimental which includes true experimental, single subject design and complex
design

-Non- experimental which includes survey, comparative and longitudinal

2. Qualitative design

- Participatory which includes; case studies, ethnography and phenomenology

-Non-participatory which includes; historical and content analysis design

3. Mixed method design they include; triangulation, embedded, explanatory and

exploratory designs
LESSON 9

Quantitative sampling procedures

Probability Sampling Uses randomization and takes steps to ensure all members of a
population have a chance of being selected. There are several variations on this type of sampling
and following is a list of ways probability sampling may occur:

Random sampling every member has an equal chance

Stratified sampling population divided into subgroups (strata) and members are
randomly selected from each group
Systematic sampling uses a specific system to select members such as every 10th person
on an alphabetized list
Cluster random sampling divides the population into clusters, clusters are randomly
selected and all members of the cluster selected are sampled
Multi-stage random sampling a combination of one or more of the above methods

Non-probability Sampling Does not rely on the use of randomization techniques to select
members. This is typically done in studies where randomization is not possible in order to obtain
a representative sample. Bias is more of a concern with this type of sampling. The different types
of non-probability sampling are as follows:

Convenience or accidental sampling members or units are selected based on availability

Purposive sampling members of a particular group are purposefully sought after
Modal instance sampling members or units are the most common within a defined
group and therefore are sought after
Expert sampling members considered to be of high quality are chosen for participation
Proportional and non-proportional quota sampling members are sampled until exact
proportions of certain types of data are obtained or until sufficient data in different
categories is collected
Diversity sampling members are selected intentionally across the possible types of
responses to capture all possibilities
Snowball sampling members are sampled and then asked to help identify other
members to sample and this process continues until enough samples are collected

LESSON 10

Standardized test
Document analysis checklist

A standardized test is any form of test that requires all test takers to answer the same questions, or a
selection of questions from common bank of questions, in the same way, and that is scored in a
standard or consistent manner, which makes it possible to compare the relative performance of
individual students or groups of students. While different types of tests and assessments may be
standardized in this way, the term is primarily associated with large-scale tests administered to
large populations of students, such as a multiple-choice test given to all the eighth-grade public-school
students in a particular state.

These may include;

1. Achievement tests
2. Aptitude tests
3. College-admissions tests
4. International-comparison tests