MTU

COLLEGE OF ENGINEERING
DEPARTMENT OF MECHANICAL ENGINEERING
TECHNICAL WRITING AND RESEARCH METHODOLOGY (MENG 3102)
ASSIGNMENT I

Biruk Mamo

Mechanical engineering

Group 1

ID Number 0254/10

Submitted to Mr. Assefa

 Submission date DEC 4/2020

1. Define the “Scientific Research” and Discuss detail the Research Procedures

Scientific research may be defined as a systematic, controlled, empirical, and critical

investigation of hypothetical propositions about the presumed/assumed relations among
observed phenomena.

This definition contains the basic terms necessary in defining the method of scientific research,
and describes a procedure that has been accepted for centuries.

Research Procedures

 The use of the scientific method of research is intended to provide an objective, unbiased
evaluation of data.
 To investigate research questions and hypotheses systematically, both academic and private
sector researchers follow a basic eight- step developmental chain of procedures
1) Define (formulating) a research a problem.

Formulating a research problem is the first and most important step in the research process. A
research problem identifies your destination: it should tell you, your research supervisor and
your readers what you intend to research. The more specific and clearer you are the better, as
everything that follows in the research process – study design, measurement procedures,
sampling strategy, frame of analysis and the style of writing of your dissertation or report – is
greatly influenced by the way in which you formulate your research problem.

2) Conceptualizing a research design 0r Review concepts and theories

An extremely important feature of research is the use of appropriate methods. Research

involves systematic, controlled, valid and rigorous exploration and description of what is not
known and establishment of associations and causation that permit the accurate prediction of
outcomes under a given set of conditions. It also involves identifying gaps in knowledge,
verification of what is already known and identification of past errors and limitations. The
strength of what you find largely rests on how it was found.
The main function of a research design is to explain how you will find answers to your research
questions. The research design sets out the specific details of your enquiry. A research design
should include the following: the study design per se and the logistical arrangements that you
propose to undertake, the measurement procedures, the sampling strategy, the frame of
analysis and the time frame.

3) Formulate hypotheses or constructing an instrument for data collection

Anything that becomes a means of collecting information for your study is called a ‘research
tool’ or a ‘research instrument’, for example observation forms, interview schedules,
questionnaires and interview guides.

The construction of a research instrument is the first ‘practical’ step in carrying out a study. You
will need to decide how you are going to collect data for the proposed study and then construct
a research instrument for data collection.

4) Design research (including sample design)

The accuracy of your findings largely depends upon the way you select your sample. The basic
objective of any sampling design is to minimise, within the limitation of cost, the gap between
the values obtained from your sample and those prevalent in the study population.

The underlying premise in sampling is that a relatively small number of units, if selected in a
manner that they genuinely represent the study population, can provide – with a sufficiently
high degree of probability – a fairly true reflection of the sampling population that is being
studied.

5) Collecting data (execution)

Having formulated a research problem, developed a study design, constructed a research

instrument and selected a sample, you then collect the data from which you will draw
inferences and conclusions for your study.
Many methods could be used to gather the required information. As a part of the research
design, you decided upon the procedure you wanted to adopt to collect your data. In this phase
you actually collect the data. For example, depending upon your plans, you might commence
interviews, mail out a questionnaire, conduct nominal/focus group discussions or make
observations.

6) Analyse data (Test hypotheses if any)

The way you analyse the information you collected largely depends upon two things: the type
of information (descriptive, quantitative, qualitative or attitudinal); and the way you want to
communicate your findings to your readers.

7) Interpret and report

There are two broad categories of reports: quantitative and qualitative. As mentioned earlier,
the distinction is more academic than real as in most studies you need to combine quantitative
and qualitative skills. Nevertheless, there are some solely qualitative and some solely
quantitative studies.

Writing the report is the last and, for many, the most difficult step of the research process. This
report informs the world what you have done, what you have discovered and what conclusions
you have drawn from your findings. If you are clear about the whole process, you will also be
clear about the way you want to write your report. Your report should be written in an
academic style and be divided intdifferent chapters and/or sections based upon the main
themes of your study.

8) Replicate the study (when necessary)

One important point is that the results of any single study are, by themselves, only indications
of what might exist.

A study provides information that says, in effect, "This is what may be the case." To be relatively
certain of the results of any study, the research must be replicated. Too often, researchers
conduct one study and report the results as if they are providing the basis for a theory or law.
A research question or hypothesis requires investigation from many different perspectives
before any significance can be attributed to the results of any one study.

Research methods and designs must be altered to eliminate design-specific results, that is,
results that are based on, hence specific to, the design used.

2. Write short note on “Reviewing the Literature”.

One of the essential preliminary tasks when you undertake a research study is to go through
the existing literature in order to acquaint yourself with the available body of knowledge in
your area of interest. Reviewing the literature can be time consuming, daunting and frustrating,
but it is also rewarding. The literature review is an integral part of the research process and
makes a valuable contribution to almost every operational step.

Researchers who conduct studies under the guidelines of scientific research never begin a
research project without first consulting available literature.

The review provides information about what was done, how it was done, and what results were
generated.

Experienced researchers consider the literature review as one of the most important steps in
the research process because it not only allows them to learn from previous research data but
also saves time, effort, and money.

Failing to conduct a literature review is as detrimental to a project as failing to address any of

the other steps in the research process.

Before any project is attempted, researchers ask the following questions:

I. What type of research has been done in the area?

II. What has been found in previous studies?
III. What suggestions do other researchers make for further study?
IV. What has not been investigated?
V. How can the proposed study add to our knowledge of the area?
VI. What research methods were used in previous studies?
Answers to these questions will usually help define a specific hypothesis or research question.

3. Explain in detail “the Characteristics of Scientific Methods” of research.

Characteristics of scientific method

There are five basic characteristics, or tenets, distinguishes the scientific method from other
methods of knowing.

A research approach that does not follow these tenets cannot be considered to be a scientific
approach.

A. Scientific research is public:

 Scientific advancement depends on freely available information. A researcher especially
in the academic sector, cannot plead/beg private knowledge, method, or data in arguing
for the accuracy of his or her findings; scientific research information must be freely
communicated from one researcher to another.
 Researcher, therefore, must take a great care in published reports to include
information on their use of sampling methods, measurements, and data gathering
procedures. Such information allows other researchers to verify independently a given
study and to support or refute/disprove the initial research findings.
 Researchers also need to save their descriptions of observations (data) and their
research materials so that information not included in a formal report can be made
available to other researchers on request.
 It is common practice to keep all raw research material for 5 years. This material is
usually provided free as a courtesy/good manner to other researchers or for a nominal
fee if photocopying or additional materials are required.
B. Science is objective
 Science tries to rule out/find eccentricities/strangeness/oddness of judgment by
researchers.
  When a study is undertaken, explicit rules and procedures are constructed and the
researcher is bound to follow them, letting the chips/imperfections fall where they
may.
 Rules for classifying behavior are used so that two or more independent observers can
classify particular patterns of behavior in the same manner.
 For example, if the attractiveness of a television commercial is being measured,
researchers might count the number of times a viewer switches channels while the
commercial is shown.
 This is considered to be an objective measure because a change in channel would be
reported by any competent observer.
 Conversely, to measure attractiveness by observing how many people make negative
facial expressions while the ad is shown would be a subjective approach, since
observers may have different ideas of what constitutes a negative expression.
 Objectivity also requires that scientific research deal with facts rather than
interpretations of facts. Science rejects its own authorities if their statements are in
conflict with direct observation.
C. Science is empirical
 Researchers are concerned with a world that is knowable and potentially measurable.
 They must be able to perceive and classify what they study and to reject
metaphysical/abstract/supernatural and nonsensical explanations of events.
 For example, a newspaper publisher's claim that declining subscription rates are
"God's will" would be rejected by scientists — such a statement cannot be perceived,
classified, or measured.
 This does not mean that scientists evade/avoid abstract ideas and
notions/philosophies—they encounter them every day. But they recognize that
concepts must be strictly defined to allow for observation and measurement.
 Scientists must link abstract concepts to the empirical world through observations,
which may be observed either directly or indirectly via various measurement
 instruments. Typically this linkage is accomplished by framing an operational
definition.
D. Science is systematic and cumulative
 No single research study stands alone, nor does it rise or fall by itself.
 Astute/smart researchers always utilize previous studies as building blocks for their
own work.
 One of the first steps taken in conducting research is to review the available scientific
literature on the topic so that the current study will draw on the heritage/history of
past research
 This review is valuable for identifying problem areas and important factors that might
be relevant to the current study.
 In addition, scientists attempt to search for order and consistency among their
findings. In its ideal form, scientific research begins with a single, carefully observed
event and progresses ultimately to the formulation of theories and laws.
 A theory is a set of related propositions that presents a systematic view of phenomena
by specifying relationships among concepts.
 Researchers develop theories by searching for patterns of uniformity to explain the
data that have been collected.
 When relationships among variables are invariant under given conditions; that is,
when the relationship is always the same, researchers may formulate a law.
 Both theories and laws help researchers search for and explain consistency in
behavior, situations, and phenomena.
E. Science is predictive
 Science is concerned with relating the present to the future. (e.g. climate change)
 In fact, scientists strive/attempt to develop theories because, for one reason, they are
useful in predicting behavior.
 A theory's adequacy lies in its ability to predict a phenomenon or event successfully.
 If a theory suggests predictions that are not borne out by data analysis, that theory
must be carefully reexamined and perhaps discarded.
  Conversely, if a theory generates predictions that are supported by the data, that
theory can be used to make predictions in other situations.

4. Discuss types of researches in detail.

Types of research

Research is broadly classified into two main classes fundamental or basic research and Applied
research.

Basic research and Applied research

a. Basic research is an investigation on basic principles and reasons for occurrence of a

particular event or process or phenomenon.
 It is also called theoretical research .
 Study or investigation of some natural phenomenon or relating to pure science are
termed as basic research .
 It is not concerned with solving any practical problems of immediate interest. But it is
original or basic in character.
 It provides a systematic and deep insight into a problem and facilitates extraction of
scientific and logical explanation and conclusion on it.
 Attempts to find answers to the following questions actually form basic research
 How does a crystal melt?
 Why is sound produced when water is heated?
 Why do we feel difficult when walking on seashore?
 Why are birds arrange them in ‘>’ shape when flying in a group?
 Fundamental research leads to a new theory or a new property of matter.
b. Applied research is concerned with actual life research such as research on increasing
efficiency of a machine, increasing gain factor of production of a material, pollution control,
preparing vaccination for a disease, etc.
 Obviously, they have immediate potential applications.
  The central aim of applied research is to find a solution for a practical problem which
warrants solution for immediate use
 Applied research aims at finding a solution for an immediate problem facing a society or
an industrial/business organization, whereas fundamental research is mainly concerned
with generalizations and with the formulation of a theory.

Quantitative and Qualitative

 The basic and applied researches can be quantitative or qualitative or even both
a) Quantitative research is based on the measurement of quantity or amount.
 The result of this research is essentially a number or a set of numbers.
 The results are often presented in tables and graphs.
 It is applicable to phenomena that can be expressed in terms of quantity
b) Qualitative research is concerned with qualitative phenomenon.
 This type of research aims at discovering the underlying motives and desires using in depth
interviews for the purpose.
 Qualitative research is specially important in the behavioral sciences where the aim is to
discover the underlying motives of human behavior.
 It is non-numerical, applies reasoning and uses words
 Qualitative data cannot be graphed
 It investigates the why and how of decision making
Descriptive vs. Analytical
 The distinction between descriptive and analytical research is based on the question it asks.
 Descriptive research attempts to determine, describe, or identify what is, while analytical
research attempts to establish why it is that way or how it came to be.
 The descriptive research uses description, classification, measurement, and comparison to
describe what phenomena are.
 The analytical research usually concerns itself with cause-effect relationships.

Conceptual vs. Empirical

 Conceptual research is that related to some abstract idea(s) or theory. It is generally used
by philosophers and thinkers to develop new concepts or to reinterpret existing ones.
 Empirical research relies on experience or observation alone,
 It is data-based research, coming up with conclusions which are capable of being verified by
observation or experiment.
 We can also call it as experimental type of research
 Empirical research is appropriate when proof is sought that certain variables affect other
variables in some way.

5. Explain in detail the general problems in survey research.

1. Demographics questions:

Too many surveys start with a series of demographic questions (name, title, address, phone
number, email, etc.) that are often unnecessary when surveying current customers. Existing
customers will find these questions repetitive and will likely wonder why you don’t have the
information already. Besides maintaining a well-organized contact list, look for survey tools that
allow for demographic information to be populated. This helps to reduce respondent
annoyance and improve your response rate.

2. Inadequate response options:

Make sure to include response ranges that cover all scenarios for the respondents, but make
sure the ranges don’t overlap to avoid confusion. For example, one common mistake occurs
when providing date range options – be sure to include “less than one year” and an option that
covers “X plus years.” Creating a situation in which a respondent isn’t sure what to select can
create confusion and result in erroneous response data.

3. Rating level inconsistencies:

When you are asking a number of questions based on a similar rating scale, it is easy to
overlook rating level inconsistencies. While several scales could be utilized throughout a survey,
be sure that the answer rating – whether it’s 1 to 5 or 0 to 10 – flows consistently on similar
type questions throughout the survey. Also, be sure the scales are reflected the same way (i.e.
left to right) when offering the same choices.

4. Assuming prior knowledge or understanding:

Do not assume respondents know more than they do about your organization. Examine the
question to ensure all the “building blocks” have been established to show that the respondent
can knowledgeably respond to the question. Your survey should leave no room for ambiguity or
incorrectly rely on presumed prior knowledge from respondents. An example of this would be
utilizing acronyms or industry jargon that may not be readily known by all your customers, or
could be easily confused, leading to inconsistencies in the data.

5. Leading questions:

For example, “We have recently upgraded our product to become a first-class tool. What are
your thoughts on the first-class product?” These questions supply the facts or suggest the
answer in the wording of the question. The question itself can “lead” respondents to a
particular response. This is often unintentional and is a common mistake when a survey is
designed by someone who is too closely associated with the project.

6. Double-barreled or compound questions:

When you review each survey question ask yourself if the question contains more than one
“question”. The words “and” and “or” represent possible tell-tail signs of a compound survey
question.

7. Question is ambiguous or unintelligible:

A common example arises from survey questions containing “negative” wording, which can
easily confuse respondents. Such questions usually include the word “not” and ask respondents
to disagree or agree with the statement or position. This is not to be confused with answer
choices, which often include the terms “disagree” or “agree” in surveys.

8. Unnecessary questions:
Ask yourself, “What am I looking for that is actionable?” Don’t try to incorporate everything
plus the kitchen sink in your survey design. For example, I once saw a survey question that
asked: “When you looked at yourself in the mirror today, what was the first thing you
thought?” After reading this question, I decided the survey wasn’t worth my time.

9. Excessive open-ended questions:

Assume that you ask ten open-ended questions and receive 100 responses. On average, each
respondent writes two sentences per question, resulting in two thousand sentences to be
reviewed following the survey. An average written document contains 16 sentences per page,
which means you will have to review 125 pages worth of open-ended feedback. Now think
about the respondents –many respondents will not write out responses to more than just a few
open-ended questions. Keeping your open-ended questions to three or four is generally
sufficient. So, choose wisely and use open-ended questions thoughtfully.

10. Lengthy surveys:

Time is money; ask only what you need to know today. Surveys that are too long, too complex,
and too confusing will frustrate respondents, resulting in skipped questions or drop-offs. Limit
your questions to subjects that you can act upon within the next six months. Demonstrate that
you respect the time and effort respondents spend answering your survey. Save more strategic-
oriented questions for phone outreach or Customer Advisory Board meetings with your highest
priority customers.

Remember that just because technology allows you to create a survey, the ease with which
surveys can be issued should not undermine the importance and quality of your survey
questions. Satrix Solutions can help you to develop a survey that produces quality, actionable
results by avoiding these common mistakes. Contact us today.

6. Differentiate Quantitative and Qualitative research.

The difference between Qualitative Research and Quantitative Research

Qualitative Research
Qualitative Research is primarily exploratory research. It is used to gain an understanding of
underlying reasons, opinions, and motivations. It provides insights into the problem or helps to
develop ideas or hypotheses for potential quantitative research. Qualitative Research is also
used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative
data collection methods vary using unstructured or semi-structured techniques. Some common
methods include focus groups (group discussions), individual interviews, and
participation/observations. The sample size is typically small, and respondents are selected to
fulfil a given quota.

Quantitative Research

Quantitative Research is used to quantify the problem by way of generating numerical data or
data that can be transformed into usable statistics. It is used to quantify attitudes, opinions,
behaviors, and other defined variables – and generalize results from a larger sample
population. Quantitative Research uses measurable data to formulate facts and uncover
patterns in research. Quantitative data collection methods are much more structured than
Qualitative data collection methods. Quantitative data collection methods include various
forms of surveys – online surveys, paper surveys, mobile surveys and kiosk surveys, face-to-face
interviews, telephone interviews, longitudinal studies, website interceptors, online polls, and
systematic observations.

7. Distinguish the Abstract, executive summary and conclusion.

The abstract

Most research articles and reports are prefaced by an abstract. An abstract is an overview of
the entire text. It is sometimes called a synopsis.

Unlike the introduction, which leads the audience to the body of the text, the abstract is a text
about a text – it provides a commentary on the text that follows from beginning to end. It is a
short, half to one-page summary where each new sentence introduces new information so that
a concise summary is achieved without paragraphing.
An abstract is usually written impersonally. Check that your abstract has at least one sentence
about each section of the report, in the same order.

It should be written after the report is completed, when you have an overview of the whole
text, and placed on the first page of the report.

The executive summary

An executive summary is derived from the business practice of giving executives a concise
outline of the main points in a report, indicating where in the report to locate more detailed
information.

The summary may consist of several pages for a long report, and may include headings and dot
points or numbered points.

It must be concise and without fine detail, providing a commentary on the main points only and
following the sequence of the report itself.

Like the abstract, it should be written after the report is completed, when you have an overview
of the whole text, and placed on the first page of the report.

Conclusion

Every business plan or a report has a conclusion that is presented at the end of the report. It
usually reminds the reader the aims of the report and in short tells what the report has been
able to achieve. The conclusion of a report is usually reserved to highlight the findings or to
mention the major points of the report. There is an analysis of the report in a bid to present
one’s evaluation. You do not read a conclusion to expect something new as it merely
summarizes what has already been done. A conclusion lets us know if the objective of the
report has been achieved and the methodology that was used to get to the findings or the
results of the report.

8. Explain the major types of survey used by researchers

There are two major types of surveys used by researchers:

 1. Descriptive Survey

It attempts to picture or document current conditions or attitudes, that is, to describe what
exists at the moment.

2. Analytical Surveys

It attempt to describe and explain why certain situations exist. In this approach two or more
variables are usually examined to test research hypotheses. The results allow researcher to
examine the interrelationships among variables and to draw explanatory inferences.

9. Explain, “The five major research areas describe significant difference between
them.
1. Engineering
 Aerospace Engineering, Biological Sciences & Bio engineering, Chemical
Engineering, Civil Engineering, Computer Science & Engineering, Electrical,
Engineering, Industrial & Management Engineering, Materials Science &
Engineering, Mechanical Engineering
2. Pure Sciences
 Chemistry, Earth Sciences, Physics, Mathematics & Statistics
3. Humanities & Social Sciences
 Economics, English, Fine Arts, Philosophy, Psychology, Sociology
4. Nutrition and Infectious Diseases
 Addresses nutritional and metabolic aspects of infectious diseases with an
emphasis on HIV/AIDS in the U.S. and internationally; other areas of focus
include diarrheal disease, tuberculosis, growth faltering and probiotics
5. Global Health
 Investigates infectious and chronic diseases, water and development, nutrition
and health as well as methods for integrating research findings and evidence into
healthcare policy and practice
10.Explain “the five distinct stages in carrying out a case study” in detail.

Stage 1. Setting the problem

Setting a problem is the first and most important step in carrying out a caser study. Problem
identifies your destination: it should tell you, the more specific and clearer you are the better,
as everything that follows in the case study process. The main function offsetting a problem is
to decide what you want to find out about.

Stage 2. Defining objectives

Objectives can be general or specific. The general objective of your study states what you
expect to achieve in general terms. Specific objective break down the general objective into
smaller, logically connected that systematically address the various aspect of the problem. Your
specific objective should specify exactly what you will do in each phase of your study how,
where, when and for what purpose.

Stage 3. Framing the analysis in extant theories

Framework is the basis of your study problem. It stems from the theoretical framework and
usually focuses on the section(s) which become the basis of your study. Whereas the
theoretical framework consists of the theories or issues in which your study is embedded, the
conceptual framework describes the aspects you selected from the theoretical framework to
become the basis of your enquiry. Examining the case can be a never-ending task, but as you
have limited time it is important to set parameters by reviewing the study in relation to some
main themes pertinent to your research topic. As you start reading the case, you will soon
discover that the problem you wish to investigate has its roots in a number of theories that
have been developed from different perspectives.

Stage 4. Defining the methodology

Going through the case study acquaints you with the methodologies that have been used by
others to find answers to study questions similar to the one you are investigating. A literature
review tells you if others have used procedures and methods similar to the ones that you are
proposing, which procedures and methods have worked well for them and what problems they
have faced with them. By becoming aware of any problems and pitfalls, you will be better
positioned to select a methodology that is capable of providing valid answers to your research
question. This will increase your confidence in the methodology you plan to use and will equip
you to defend its use.
Stage 5. Evaluating the case study and assessing the role of theory

The paper presents the development of study design built on the principle of theory-driven
evaluation. Evaluating the case study is a continuous process. It begins before a study problem
is finalised and continues until the report is finished. There is a paradox in the evaluation.you
cannot undertake an effective evaluation you have formulated a problem, yet your study search
plays an extremely important role in helping you to formulate your study problem. The case
study evaluation brings clarity and focus to your case problem, improves your research
methodology and broadens your knowledge base.

11. Write the summary for research reports.

Summary

Title: Gesturing gives children new ideas about math

Background: The purpose of this study was to show how gesture can enhance math
performance. It was an experimental research study that looked at how gesture effects
children’s learning of math, particularly addition. The independent variable was gesture with
three different conditions; gesture, no gesture, and partial gesture. The dependent variable of
the study was the difference between pre- and post- test scores on a math task. The mediator
variable was the speech being used during the lesson.

Question

Does the gesture give the same effect?

One may also ask, does this relate to older or younger kids who are learning a different type of
math?

Discussion:

The lesson was where the independent variable changed. Participants were brought in for the
study and were first given a demographics worksheet. Once their demographics were
determined, they were given a pre-test to be aware of prior knowledge. Once the pre-test was
graded, a lesson was given either with gesture that was grouping through two fingers, no
gesture or a partial gesture which was just pointing. Once the lesson on the math was given,
the post-test was given. The experimenters then determined a difference from pre- to post-
tests scores.

The major conclusion to this study was that the gesturing condition showed higher math scores
than the partially correct which was higher than the no gesture condition, showing that the
gesturing actually aided in the child remembering the math task by using their body to perform
it.

However in this study there was no speech within the lesson. The only speech used was “This
side is equal to the other side.” This was the only speech used within the lesson. Since this was
the only speech, the lesson was highly dependent on the use of the gestures, which in my
opinion could be questionable. The questions arise, should gesture be tested with more verbal
instruction.

The information presented in this report has been gathered from secondary sources, and from
Mizan tepi university statistics office.

The report has been prepared for submission as an assignment report of mizan tepi university
college of engineering department of mechanical engineering.