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Research Methodology*

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  • Généralités

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    أعلان بخصوص الامتحان النهائي

    سيعقد الامتحان النهائي ان شاء الله 

    يوم السبت 29-6-2024

    الساعة التاسعة

    في قاعات الصيدلة

    19G0080

    الامتحان يتكون من جلستين متواصلات

    الجلسة الاولى 50 علامة تعادل 40 درجة من النهائي

    من اسئلة متنوعة 

    متععد الاجابات واجابات قصيرة 

    الجلسة الثانية يتعلق في Spss من 10 درجات 


    بالتوفيق

    =







    رابط محاضرة الزوم


    Topic: Sa'ed Zyoud's Zoom Meeting Master-Research Methodology
    Time: This is a recurring meeting Meet anytime

    Join Zoom Meeting
    https://najah.zoom.us/j/92028953718?pwd=ZGdhc3RrV2dWWjZ2WmpZRDNlVXJyQT09

    Meeting ID: 920 2895 3718
    Passcode: 189089

  • Section 1

  • Section 2

    • Chapter One :Introduction To Research

      Introduction:
      This lecture note on research methodology is primarily aimed at health science students. It is also hoped to be useful for other individuals who would like to understand the basic principles and undertake health research. There is a strong belief that it will serve as a guideline for undergraduate health science students as they are required to identify the most important health problems and carry out some research work. Chapter one deals with the general introduction and it is devoted to giving basic definitions of important terms and characteristics of research in general and health research in particular.

       

      Learning Objectives
      After completing this chapter, the student should be able to:
      1. Define research in general and health systems research in particular
      2. Enumerate the characteristics of research
      3. Identify the different types of research
      4. List the essential features of health systems research
      5. Describe the broad divisions (steps) involved in the research process
      6. Explain the roles of research in development

      Plan:
      First :Study the power point presentation  
    • resource icon
      Fichier
      Chapter 1 Fichier

    • Second : Animation for illustration: Enjoy these two videos

  • Section 3

    • Chapter Two : Topic Selection & Statement of The Problem

       

      Learning Objectives :
      At the end of this session you should be able to:
       
      1. Examine the cyclical nature of the development of a research proposal
      2. Describe the principles underlying whether a problem situation is researchable.
      3. List the criteria for selecting a research topic.
      4. Identify and select his/her own topic (health problem) for research based on certain guidelines.
      5. Analyse a selected problem and the factors influencing it.
      6. Prepare the statement of the problem for the research proposal you will be developing during the course.
       
      Plan :
      1- General orientation for components of basic outline of a research protocol
      2- Analysing the problem
      3- Deciding on the scope and focus of the research
      4- Formulating the problem statement
      5- Read the following files 
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      Guide for Writing Research Proposal Fichier
    • resource icon
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      Chapter 2 + 3 Fichier

  • Section 4

    • Chapter Three: Literature Review
       
      3.1 Learning Objectives
      After completing this chapter, the student should be able to:
      1. Describe the reasons for reviewing available literature and other information during the preparation of a research proposal.
      2. Describe the resources that are available for carrying out such a review.
      3. Record (organize) information obtained from literature on an endnote.

      3.2 Introduction
      At the outset of his/her study the investigator should be acquainted with the relevant literature. It is of minimal use to wait until a report is written.

      3.3 Use of Literature Review
      • It prevents you from duplicating work that has been done before.
      • It increases your knowledge on the problem you want to study and this may assist you in refining your "statement of the problem".
      • It gives you confidence why your particular research project is needed.
      • To be familiar with different research methods

      3.4 Sources of Information
      • Card catalogues of books in libraries
      • Organizations (institutions)
      • Published information (books, journals, etc.)
      • Unpublished documents (studies in related fields, reports, etc.)
      • Computer based literature searches such as Medline
      • Opinions, beliefs of key persons

      Some examples of resources where information could be obtained are:
      • Clinic and hospital based data from routine activity statistics
      • Local surveys, annual reports
      • Scientific conferences
      • Statistics issued at region and district levels
      • Articles from national and international journals (The Lancet, New England Journal of Medicine, etc.)
      • Internet
      • Documentation, reports, and raw data from the Ministry of Health, Central Statistical Offices, Nongovernmental organizations, etc.

      References that are identified:
      • Should first be skimmed or read
      • Then summaries of the important information in each of the references may be recorded on separate index or create your own library by endnote.
      • These should then be classified so that the information can easily be retrieved
    •  
      Plan:
      1- Study the following files
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      Fichier
      Additional File Fichier

  • Section 5

    • Chapter Four: Objevtives

       

      4.1 Learning Objectives:
      After completing this chapter, the student should be able to:

      1. Describe the need for the development of research objectives
      2. Differentiate between general and specific objectives
      3. Formulate specific objectives and hypotheses
       
      4.2 Introduction :
      Having decided what to study, and knowing why s/he wants to study it, the investigator can now formulate his study objectives. Objectives should be closely related to the statement of the problem. For example, if the problem identified is low utilization of health stations in a rural district, the general objective of the study could be to assess the reasons for this low utilization. If we break down this general objective into smaller and logically connected parts, then we get specific objectives. 
       
      4.3 Definitions:
      General Objectives : aim of the study in general terms
      Example: In a study on missed opportunities for EPI in Addis Ababa the general objective was: “to assess missed opportunities for EPI in Addis Ababa”.
        
      Specific Objectives : measurable statements on the specific questions to be answered.
      Unlike the general objectives, the specific objectives are more specific and are related to the research problem situation. They indicate the variable to be examined and measured.
        
      Example: In the study of missed opportunity for EPI in Addis Ababa the specific objectives could be:
        
      • To find out the magnitude of missed opportunities for children who attend OPD, MCH,CDD, etc. in Addis Ababa,
      • To examine the reasons for children not being immunized while attending the OPD,MCH, CDD, etc. services.
        
      4.4 Formulation of The Research Objectives
      The formulation of objectives will help us to:
      • Focus the study (narrowing it down to essentials)
      • Avoid collection of data that are not strictly necessary for understanding and solving the identified problem
      • Organize the study in clearly defined parts
        
      The explicit formulation of study objectives is an essential step in the planning of a study. It is said that “a question well-stated is a question half-answered”, but a question that is poorly stated or unstated is unlikely to be answered at all.
        
      How should we state our objectives?
      We have to make sure that our objectives:
      • Cover the different aspects of the problem and its contributing factors in a coherent way and in a logical sequence
      • Are clearly expressed in measurable terms
      • Are realistic considering local conditions
      • Meet the purpose of the study
      • Use action verbs that are specific enough to be measured
        
      Examples of action verbs are:
      - To determine
      - To compare
      - To verify
      - To calculate
      - To describe
      - To find out
      - To establish
        
      Avoid the use of vague non-action verbs such as;
      - To appreciate
      - To understand
      - To study
      - To believe
        
      Research objectives can be stated as:
      • Questions - the objectives of this study are to answer the following questions ….
      • Positive sentence - the objectives of this study are to find out, to establish, to determine, …
      • Hypothesis - the objective of this study is to verify the following hypothesis (examples are given below)
      Based on the type of the study problem, it might be possible to develop explanations for the problem that can be tested. If so, we can formulate hypotheses in addition to the other study objectives.
      A hypothesis is a prediction of a relationship between one or more variables and the problem under study. That is, it specifies the relationship among variables. These variables are to be statistically tested at a later stage. In order to measure the relationship among variables to be studied the dependent and independent variables need to be identified. A few examples are given below:
        
      1. The health of children living in rural pillarization projects is better than those living in traditional rural communities.
      2. To examine whether there is any significant difference between district “A” and district “B” with respect to their malaria prevalence rates
      3. An increase in the frequency of face washing is followed by a reduction in trachoma prevalence
      One of the most important problems usually observed among students is the tendency of stating too many study objectives which are not appropriately addressed (or sometimes will be forgotten) in the sections that follow. It should be noted that it is on the bases of these specific objectives that the methods, results and discussion sections will be presented. For example, sample size calculations for each stated objective and identifying (selecting) the most appropriate sample size that will answer the required research questions is not covered in the development of most research proposals. This is also true during the write up of the completed research work. It is not uncommon to come across a situation in which some of the specific objectives are not addressed in the results section at all. It is therefore advisable to limit the number of specific objectives. In most practical situations, the number of specific objectives should not exceed three.

  • Section 6

    • Chapter Five: Research Methods
       
      5.1 Learning Objectives
      After completing this chapter, the student should be able to:
      1. Identify the pertinent questions to consider when developing the methodology of a research proposal
      2. Describe and understand the various components of the methods section in a research proposal
      3. Explain the cyclical nature of the different steps in designing the methodology.
        
      5.2 Introduction :
      In the previous chapters we have dealt with the identification, selection, analysis and statement of the problem. The importance of literature review and formulation of study objectives were also emphasized. Now we must decide exactly how we are going to achieve our stated objectives. That is, what new data do we need to shed light on the problem we have selected and how we are going to collect and process these data? The major issues that constitute the "methods section" of a research proposal will be dealt in the sections that
       
      Plan :
      - Follow the attached files.
    • resource icon
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      Additional File Fichier
    • resource icon
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      Types of Measurement Scales Fichier
    • resource icon
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      Types of Samples Fichier
    • resource icon
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      Sample Size Calculation Fichier
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      Methods of Data Collection Fichier

  • Section 7

    • Chapter Six : Introduction to SPSS and Data Entry
       
      1. Learning Objectives and Aims:
      The aims of this chapter are to introduce you to SPSS and Data entry.
      By the end of this chapter you will:
      • Be able to launch SPSS
      • Be know how to name variables and change settings
      • Be able to utilise these skills to enter a data sample set.
      • To teach you to create and interpret tables and graphs for these data.
      • To make decisions about data
      • To teach you to write clearly, correctly, and concisely about data and the results of statistical analyses performed on these data.
       
      2. Introduction to SPSS:
      SPSS stands for ‘Statistical Package for the Social Sciences’. It is one of the main data analysis packages used for research and education. SPSS has a multitude of commands and covers a wide range of quantitative analysis of which only a fraction will be covered for the purposes of this course. As well as being found in the Psychology Data Analysis Laboratories, SPSS can be found in the Learning Resources Centre.
       
      If you are using this show to guide you through your own research project there are a few additional tips I would like to recommend.


      •  Plan your project carefully.  Draw on existing theories and research to guide the design of your project. Know what you are trying to achieve and why.


      • Think ahead.  Anticipate potential problems and hiccups—every project has them! Know what statistics you intend to employ and use this information to guide the formulation of data collection materials. Make sure that you will have the right sort of data to use when you are ready to do your statistical analyses.


      • Get organised.  Keep careful notes of all relevant research, references etc. Work out an effective filing system for the mountain of journal articles you will acquire and, later on, the output from SPSS. It is easy to become disorganised, overwhelmed and confused.


      •  Keep good records. When using SPSS to conduct your analyses, keep careful records of what you do. I recommend to all my students that they buy a spiral bound exercise book to record every session they spend on SPSS. You should record the date, new variables you create, all analyses you perform and also the names of the files where you have saved the SPSS output. If you have a problem, or something goes horribly wrong with your data file, this information can be used by your supervisor to help rescue you!


      •  Stay calm!  If this is your first exposure to SPSS and data analysis there may be times when you feel yourself becoming overwhelmed. Take some deep breaths and use some positive self-talk. Just take things step by step—give yourself permission to make mistakes and become confused sometimes. If it all gets too much, then stop, take a walk and clear your head before you tackle it again. Most students find SPSS quite easy to use, once they get the hang of it. Like learning any new skill, you just need to get past that first feeling of confusion and lack of confidence.


      •  Give yourself plenty of time.  The research process, particularly the data entry and data analysis stages, always takes longer than expected, so allow plenty of time for this.


      •  Work with a friend.  Make use of other students for emotional and practical support during the data analysis process. Social support is a great buffer against stress!
       
      Plan: 
       
    • 1-Additional links for learning
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/chi-square-test-for-association-using-spss-statistics.php URL
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/pearsons-product-moment-correlation-using-spss-statistics.php URL
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-statistics.php URL
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/mann-whitney-u-test-using-spss-statistics-2.php URL
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/one-way-anova-using-spss-statistics.php URL
    • url icon
      URL
      https://statistics.laerd.com/spss-tutorials/kruskal-wallis-h-test-using-spss-statistics.php URL

  • Section 8

    • Chapter Seven : Reliability and Validity in Research Design
       
      1. Learning Objectives
      At the end of this course, learner will be able to:
      • Understand the relationship between reliability and validity
      • Learn the meaning of experimental reliability and validity
      • Understand the factors contributing to experimental reliability
      • Understand the methods of assessing reliability
      • Know the general classes of reliability
      • Understanding the meaning of statistical conclusion validity and its importance in research
      • Understand the meaning of internal validity and its importance in making causal inferences
       
      Plan: 
      1- Follow the following PowerPoint file
    • resource icon
      Fichier
      Chapter 7 Fichier
    • assign icon
      Devoir
      Assignment 1: Introduction to a Research Study on Potential Drug-Related Problems among Elderly Individuals in Palestine Devoir

  • تسجيلات الفصل الثاني الفترة الثانية

  • Section 10

  • Section 11

  • Section 12

  • Section 13

  • Section 14

  • Section 15

  • Section 16

  • Section 17

  • Section 18

  • Section 19

  • Section 20

  • Section 21

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