2. Program Schedule
Session Content Date and Time
Session 1 Introduction to Educational Research
• Searching research articles using google engine and
other sources
• Writing titles for research
• Some case studies research
- Leadership styles
• Q &A
9 Feb 2022
8.00-10.00
Session 2 • Getting free books using pdfdrive.com
• Systematic Research Process
• Research Inquiry
• Stating Research Problem ( 4 step method)
15 Feb 2022
8.00-10.00
Session 3 • Research Objective
• Research Questions
• Research Hypotheses
• Eagle Framework
22 Feb 2022
3. Program Schedule
Session Content Date and Time
Session 4 Literature Review
• Information from previous research
- Information about theories, variables, research
designs, research methods , data collection and
analysis
• Reporting Literature Review
• Writing references- APA format
3 Mac 2022
8.00-10.00
Session 5 Theoretical Framework and Conceptual Framework 10 Mac 2022
8.00-10.00
Session 6 Survey Research
• Three main research designs: experimental, quasi
experimental dan non experimental
• Random sampling
• Survey research as non-experimental design
• Number of respondents
- Questionnaire method
- Interview Method
16 Mac 2022
8.00-10.00
4. Program Schedule
Session Content Date and Time
Session 7 Case Study
• As a design and data collecting method
- Nature and categories
- Number of respondents
22 Mac 2022
8.00-10.00
Session 8 Action Research
• Definition
• Characteristics
• Planning action Research
• Examples
• Writing reports
29 Mac 2022
8.00-10.00
Session 9 Probability sampling
• Determining sample size
• Sample size determining table
• Sampling procedure
5 April 2021
8.00-10.00
Session 9 Non-probability sampling 12 April 2021
Session 10 Measurement Instruments in research
• Reliability and validity
19 April 2021
5. How do we identify main research question
for a given problem?
Eagle Research Design Framework
6. Eagle Research Design
Framework
- Is an approach to help novice
researchers in producing a research
design based on the main question
7. Main Research Question
• According to Yin (2002), a researcher should form a main question as
early as possible.
• Based on this suggestion, Prof Rahinah (pensyarah UPM),indtroduces
three main constructs to form a research question
(i) Who – Person or the context
(ii) What - Knowledge
(iii) How – the way we gain the knowledge
8. Definition of the constructs
1. WHO
-is the “element ” used or that which was subjected to an impact in
the study
2. WHAT
- Is the “body of knowledge” or elements of knowledge a researcher
requires or need to know in order to solve a problem
3. HOW
is the action or impact imposed on the “element” or element of
knowledge in the research
10. Forming the main research question
Based on the main research question , the sub-
research questions and strategies to collect data
dan be determined.
The main research question can be used as a
guide to differentiate whether the research is
appropriate for PhD or Masters
11. PhD vs Masters
Contruct PhD
- 1How, 2 What, 1 Who
- 2 How, 1 What, 1 who
Contruct Masters
- 1 How, 1 What, 1 Who
12. Two things must be prepared before forming
the main research question
i. Masalah Kajian
ii. Tinjauan Literatur (Critically Analize Literature)
13. Condition :To form the main research
question
After reading literature and based on the problem statement, a
researcher needs to form questions that never gives answers “Yes” or
“No”.
X WRONG
Example: Questions that need to be avoided
Is party X involved in toppling government Y?
Answer : Yes atau No
14. Example: Main research question for PhD
TITLE :
FOSTERING MATHEMATICAL CREATIVITY IN THE MIDDLE GRADES:
PEDAGOGICAL AND MATHEMATICAL PRACTICES
PROBLEM STATEMENT:
The need for creativity is increasingly becoming important in daily problem solving in various fields.
In school settings rote memorization is no longer encouraged among students. There is a need
understand better how mathematics teachers in secondary schools help foster student creativity in
classrooms
LITERATURE REVIEW: C- CREATIVITY
There are three levels for a creative product – Big C, Small C, Mini C. Mathematics teachers should
consider making mathematics personally meaningful to students, providing a safe environment and
using pedagogy and mathematical tasks that can help foster their creativity at the three levels.
MAIN RESEARCH QUESTION
How do math teachers at middle grades(who) make mathematics personally meaningful (How),
classroom a safe environment (How)and use pedagogy(How) and mathematical practices to foster
creativity (what) in math classrooms
15. MAIN RESEARCH QUESTION
How do math teachers (who)at middle grades(who) make mathematics a personally
meaningful (How), classroom a safe environment (How)and use pedagogy(How) and
mathematical practices to foster creativity (what) in math classrooms
SUB-RESEARCH QUESTIONS
1. How do teachers make mathematics personally meaningful to foster students’
mathematical creativity?
2. How do teachers create a safe environment to help students develop mathematical
creativity?
3. How do teachers use mathematics practices to foster students’ development of
mathematical creativity
RESEARCH STRATEGIES
1. Observation and Interviews ( Question1 )
2. Observation and Interviews (Question 2)
3. Observation, Interviews and Document Analysis (Question 3)
16. Example
Main Research Question for Masters
What are the requirements for artificial external lighting [WHAT] to enhance
appearance [HOW] of the town at night [ WHO]?
The town is impacted by the
artificial lighting
WHO
Appearance has an impact on
the town at night
HOW
The knowledge
element the
researcher need to
know about artificial
lighting to enhance
the appearance of
the town at night
WHAT
17. Forming Main Research Questions and Research
Objectives
• Masters
Main Research Question
What are the requirements for artificial external lighting [WHAT] to enhance appearance [HOW] of
the town at night [ WHO]?
Objective 1:
To document existing artificial lighting technology
Soalan 1: What are the existing technology that can provide artificial external lighting to the front
of the building? Nota: This [WHAT] question- Qualitatitive survey (literature review)
Objektif 2: To understand the effect of artificial external lighting on the front of the bulidings
Soalan 2: What effect does the artificial lighting create on to the front of the buildings? Note: this
question seeks [HOW] and[ WHO] - Qualitative case studies
Objektif 3: To give suggestions to the owners of the buildings ways to enhance lighting at the front
of the buldings
Soalan 3: What suggestions can be given to the owners of the building to enhance lifhting and
appearance? [ HOW dan WHO] – Qualitative case studies
18. Contoh
Soalan Utama kajian PHD
Bagaimanakah lakaran 3D [WHAT 1] boleh diutilisasikan dalam alat-alat
realiti maya (VR) [ WHAT 2] bagi meningkatkan kolaborasi [HOW] dalam
kalangan ahli kumpulan pereka bentuk?[WHO]
• Bolehkah anda membentuk objektif dan soalan-soalan kajian ?
Objektif 1: Untuk mendokumenkan cara bagaimana perekabentuk melakar
semasa sesi perjumpaan kolaboratif
Soalan 1: Bagaimanakah perekabentuk menjalankan lakaran 3D semasa
perjumpaan kolaboratif [ data WHAT dan HOW] – kajian tinjauan kuantitatif
19. Soalan Utama kajian PHD
Bagaimanakah lakaran 3D [WHAT 1] boleh diutilisasikan dalam alat-alat realiti maya
(VR) [ WHAT 2] bagi meningkatkan kolaborasi [HOW] dalam kalangan ahli kumpulan
pereka bentuk?[WHO]
• Objektif 2: Untuk memahami ciri-ciri pengoperasian bagi kolaborasi
penggunaan alat-alat realiti maya
• Soalan 2 : Apakah ciri-ciri pengoperasian realiti maya bagi pasukan
projek? [ WHAT 2 & HOW 2]
• Objektif 3: Untuk mencadangkan bagaimana pasukan perekabentuk
boleh menggunakan alat-alat realiti maya bagi menyokong kolaborasi
• Soalan 3: Apakah pengupaya utama bagi menggunakan lakaran 3D
dalam kolaborasi realiti maya?
(sumber: Prof Dr Hjh Rahinah Ibrahim, UPM)
20. Pendekatan/Strategi Kajian ( Yin,2003)
Strategi RQ(Soalan Kajian) Perlukan
Kawalan ?
Fokus pada
Peristiwa Semasa?
Eksperimen How, Why Yes Yes
Tinjauan (Survey) Who, What, Where, How
many, How much
No Yes
Analisis Arkib Who, What, Where, How
many, How much
No Yes/No
History How, Why No No
Kajian Kes(Case Study) How,Why No Yes
23. Masalah kajian:
Soalan Kajian Utama (Main RQ):
Konstruk
Soalan Kajian
Deskripsi
Konstruk
Diskripsi sub –soalan kajian
What Soalan kajian 1:
Objektif kajian 1:
How Soalan kajian 2
Objektif kajian 2
Who Soalan Kajian 3:
Objektif kajian:
Jadual Eagle Research Design Framework (Masters)
24. Masalah kajian:
Soalan Kajian Utama (Main RQ):
Konstruk Soalan
Kajian
Deskripsi
Konstruk
Diskripsi sub –soalan kajian
What Soalan kajian 1:
Objektif kajian 1:
What Soalan kajian 2
Objektif kajian 2
How Soalan Kajian 3:
Objektif kajian:
Who Soalan kajian 4
Objektij kajian 4
Jadual Eagle Research Design Framework (PhD)
25. Masalah kajian: Perpaduan antara kaum merupakan isu yang sering diperdebatkan dalam arena politik dan dalam bidang
pendidikan. Sekolah diharapkan dapat menanam semangat perpaduan dalam kalangan murid pelbagai kaum. Namun sekolah
vernakular mempunyai amalan budaya majoriti satu kaum tertentu. Dari satu sudut pandangan, nilai budaya sesuatu kaum
mempunyai perspektif budaya atau worldview yang positif dalam menjalin perpaduan dengan masyarakat sejagat pelbagai
budaya. Di sekolah vernakular, nilai kepentingan perpaduan antara kaum ditanam melalui buku teks dan mata pelajaran yang
diajar. Sehubungan dengan itu adalah penting untuk memahami bagaimana penampilan nilai budaya Tamil di dalam buku
teks bahasa Tamil menanam perpaduan antara kaum.
Soalan Kajian Utama (Main RQ): Bagaimanakah buku teks bahasa Tamil (WHO) menampil (HOW) nilai-nilai budaya Tamil
(WHAT) dalam menanam semangat perpaduan antara kaum(WHAT)
Konstruk Soalan
Kajian
Deskripsi
Konstruk
Diskripsi sub –soalan kajian
What Nilai-nilai budaya Tamil Soalan kajian 1:
Apakah nilai-nilai budaya Tamil yang memupuk perpaduan antrara
kaum (literature review)
Objektif kajian 1:
Untuk mendokumenkan tentang nilai-nilai buidaya Tamil
What Perpaduan antara Kaum Soalan kajian 2
Apakah keperluan-keperluan yang wujud untuk menanam
semangat perpaduan antara kaum
Objektif kajian 2
Jadual Eagle Research Design Framework (PhD)
26. Example ( Veerammal)
(3) Title: Fostering Creativity in Science through pedagogy in a Tamil primary
school
(1) Problem : There is a growing concern for creativity in education.
The teaching should no longer emphasize rote memorization instead it
should promote creativity such Small-C and Mini-C and discovery in the
classroom ( Russel, 2018; Kumar , 2021; and Mangal, 2017). However,
there is a need to understand how science teachers in primary schools
promote creativity in classrooms through pedagogy.
(2) Main Question: How do science teachers foster creativity (HOW)
through pedagogy (WHAT) in Tamil primary school (WHO) ?
27. Research Problem: There is a growing concern for creativity in education. The teaching should no longer emphasize rote
memorization instead it should promote creative thinking and discovery in the classroom ( Russel, 2018; Kumar , 2021; and
Mangal, 2017). However, there is a need to understand how science teachers in primary schools promote creativity in
classrooms through teaching.
Main Research Question: How do science teachers foster creativity (HOW) through pedagogy (WHAT) in a Tamil primary
school (WHO) ?
Construct Construct description Sub –research questions
What Pedagogy
- The types of pedagogy
- Pedagogy that promotes creativity
- Pedagogy unique to science
- Theories of creative pedagogy
( literature review)
Research question 1:
What pedagogy is best used to foster Small-Cand Mini-C
creativity in science?
Research Objective 1:
To document the type of pedagogy that promotes
creativity small-C and mini-C
How
Fostering creativity science
- Observation
- Questionnaire
- Interview
- Document analysis
Research Question 2
How do science teachers use pedagogy to foster creativity
in science classrooms?
Research Objective 2
To understand the effect of pedagogy in fostering student
creativity in science
Jadual Eagle Research Design Framework (Masters)
28. Problem Statement
Research Problem: There is a growing concern for creativity in education. The teaching should no longer emphasize rote
memorization instead it should promote creative thinking and discovery in the classroom ( Russel, 2018; Kumar , 2021; and
Mangal, 2017). However, there is a need to understand how science teachers in primary schools promote creativity in
classrooms through teaching.
Main RQ:
How do science teachers foster creativity (HOW) through pedagogy (WHAT) in a Tamil primary school (WHO) ?
Construct
s
Descripti
on
Research Questions Research strategy Expected
Output
Contribution to
body of knowledge
What Pedagogy Research question 1:
What pedagogy is best used to
foster Small-Cand Mini-C creativity
in science?
Analisis Arkib
- Document analysis
- (literature review)
Methods of
teaching for
creativity
Theories of
pedagogy and
creativity
How Fostering
Creativity
Research Question 2
How do teachers use pedagogy to
foster student creativity in science
-Survey Questionnaire
- Field work- observation
- Interviews
Teaching
practices and
student tasks
Application of
theory and best
practices to foster
creativity
Who Tamil
School
students
and
Research Question 3 N/A N/A N/A
Complete Eagle Research Design Framework (Masters)
29. Contoh
Tajuk kajian : Halangan Pemikiran Kreatif Dalaman dan Stail Pemikiran
Minda Guru Pelatih KDPM Semester 3 MPIK
Masalah kajian: Kajian lepas oleh Chua (2002) menunjukkan murid
Malaysia mempunyai skor indeks pemikiran kreatif yang lebih rendah
berbanding dengan murid di Amerika yang sama umur. Faktornya tidak
dikenal pasti. Kajian ini meneroka halangan –halangan pemikiran kreatif
dalaman dan stail pemikiran minda guru pelatih maktab perguruan
untuk memberi maklumat kepada para pendididik khususnya kepada
yang terlibat dalam pendidikan kreatif
30. Masalah kajian:
Kajian lepas oleh Chua (2002) menunjukkan murid Malaysia mempunyai skor indeks pemikiran kreatif yang lebih rendah berband
dengan murid di Amerika yang sama umur. Faktornya tidak dikenal pasti. Kajian ini meneroka halangan –halangan pemikiran kre
dalaman dan stail pemikiran minda guru pelatih
Soalan Kajian Utama (Main RQ):
Apakah faktor penghalang kepada pemikiran kreatif dalaman {WHAT} yang mempengaruhi stail pemikiran minda{HOW} guru pe
?{WHO}
Konstruk Soalan
Kajian
Deskripsi
Konstruk
Diskripsi sub –soalan kajian
What
Pemikiran kreatif
dalaman
Soalan kajian 1:
(i) Apakah halangan pemikiran kreatif dalaman dari segi ketetapan rangsangan? [W
Objektif kajian 1: - Kajian Tinjauan Kuantitatif
Mengenalpasti halangan pemikiran kreatif dalaman guru pelatih dari segi ketetapan
rangsangan & ketetapan fungsi
How Stail Pemikiran minda Soalan kajian 2
Bagaimanakah stail pemikiran [HOW]mempengaruhi pemikiran kreatif guru pelatih
WHO]? – Kajian Kes
Objektif kajian 2
Mengenalpasti stail pemikiran minda guru pelatih
Who Guru Pelatih Soalan Kajian 3:
Jadual Eagle Research Design Framework (Masters)
31. Masalah kajian:
Terdapat keluhan dalam kalangan masayarakat bahawa penampilan Nilai-nilai Budaya Tamil kurang terdapat dalam buku teks
Bahasa Tamil Tahun 1-6
Soalan Kajian Utama (Main RQ):
Apakah nilai-nilai budaya Tamil [WHAT] yang dihuraikan dalam buku teks [WHAT]bahasa Tamil yang menjadi penampilan[HOW]
murid[WHO] SJKT?
Konstru
k Soalan
Kajian
Deskripsi
Konstruk
Diskripsi soalan kajian Strategy kajian Output
Dijangk
akan
Sumbangan pengetahuan
What Nilai-nilai budaya
Tamil
- Literature review
kajian dan penulisan
oleh skolar
- Kajian buku teks
bahasa Tamil
Tahun 5-6
- Thirukural
Soalan kajian 1:
Apakah nilai-nilai utama
budaya Tamil ?
Objektif kajian 1:
Analisis Arkib
- Document analysis
Teori berkenaaan nilai-nilai
budaya
How
Penampilan
Soalan kajian 2
Bagaimanakah nilai-nilai
dalam buku teks
-Survey
-Kajian tinjauan
menggunakan soal-
Impak nilai-nilai dalam buku
teks Tamil terhadaop
penampilan murid
Jadual Eagle Research Design Framework Lengkap (Masters)
32. Pendekatan/Strategi Kajian ( Yin,2003)
Strategi RQ(Soalan Kajian) Perlukan
Kawalan ?
Fokus pada
Peristiwa Semasa?
Eksperimen How, Why Yes Yes
Tinjauan (Survey) Who, What, Where, How
many, How much
No Yes
Analisis Arkib Who, What, Where, How
many, How much
No Yes/No
History How, Why No No
Kajian Kes(Case Study) How,Why No Yes
33. Soalan kajian(RQ) dan kaitan dengan strategy
(Yin,2007)
Strategy Bentuk Soalan kajian Perlukan kawalan? Fokus pada isu semasa ?
Ekperimental How, Why? yes Yes
Tinjauan (survey) Who, What, Where, How
many, how much, ?
No Yes
Analisis arkib Who, What, Where,how
many , how much?
No Yes/No
Sejarah How, why? No No
Kajian Kes How, Why? No No
34. Masalah kajian:
Soalan Kajian Utama (Main RQ):
Konstruk Soalan
Kajian
Deskripsi
Konstruk
Diskripsi sub –soalan kajian
what Soalan kajian 1:
Objektif kajian 1:
How Soalan kajian 2
Objektif kajian 2
How Soalan Kajian 3:
Objektif kajian:
Who Soalan kajian 4
Objektij kajian 4
Jadual Eagle Research Design Framework (PhD)
35. Aktiviti: Dengan Menggunakan Templat
• Bina Soalan Utama Kajian , Objektif, Sub-soalan serta Strategi kajian
bagi masalah kajian yang anda ingin kaji
36. Tajuk kajian
Tinjauan literatur – boleh
baca > 50 artikel
Ubah tajuk kepada soalan
yang boleh dikaji
Kenal pasti isu-isu
dan soalan (
pengetahuan
baharu)
Teruskan kajian
literatur
Revisi soalan kajian supaya lebih
berfokus , dan tingkatkan
pengetahuan dalam tajukdan tulis
matlamat kajian
Revisi pernytaan
masalah dan tujuan
dan objektif kajian
Kenal pasti variable yang
muncul, isu dan tema yang
kerap muncul
Boleh tukar
tajuk kajian
Sumber tinjauan Literatur
• Jurnal professional
• Laporan kerajaan dan
laporan teknikal
• Prosiding konferens
• Buku rujukan
• Monograf
• Buku
• Thesis masters dan PhD
• Laman Web
• Majalah dan Akhbar
• Lecture Notes
• Secondary source –
komentar- non empirik
Sumber
primary
