RESEARCH METHODS

FOR ARCHITECTURE

Presented by:
Arch. Juanito Y. Sy, uap, aacep, same
MA Architecture

Scope of Instruction

Topics

Hours

Strategies

Activities

Introduction
and
overview
Research
definitions, types,
i
importance,
t
etc.
t
Research Design

3.0

3.0

Passion
for
excellence
S lf
Self
assessment/
quizzes
quizzes,
assignments
and research
works

Sampling Design

3.0

Data
Collection
Methods
Data
Processing
and Tabulation

3.0

Presentations
Video/Motion
Picture
Viewing
On-Site
Observation
and Analysis
Group
discussion
Project Case
Studies

3.0

30
3.0

Patriotic

Discuss locally
a ailable
available
research
materials on
architecture

Topics

Hours

Strategies

Activities

Basic Statistics

6.0

Data analysis and

Interpretation

6.0

Presentations
Video/Motion
Picture
Viewing
On-Site
Observation
and Analysis
Group
discussion
Project Case
Studies

Passion
for
excellence
S lf
Self
assessment/
quizzes
quizzes,
assignments
and research
works

Preparation of
thesis proposal:

a
6.0

The research
bl
and
d
problems
objectives

Patriotic

Discuss locally
a ailable
available
research
materials on
architecture

Topics
Preparation of a
thesis proposal:

Hours

Strategies

Activities

9.0

Presentations
Video/Motion
Picture
Viewing
On-Site
Observation
and Analysis
Group
discussion
Project Case
Studies

Passion
for
excellence
S lf
Self
assessment/
quizzes
quizzes,
assignments
and research
works

The research report

(Writing the
research proposal)
Consolidation and
Final evaluation

9.0

Patriotic

Discuss locally
available
research
h
materials on
architecture

References

C.R. Kothari, Research Methodology; Methods and

Techniques, second edition, New Age International
Publisher, 2004
Power Tools for Technical Communication
McMurray,
y, Harcourt College
g Publications 2002
Introduction to Technical Writing: Process & Practice
by Lois Johnson Reid, Bedford/St.Martin's
f /S
1993:
Calderon, Jose F.,
Calderon
F and Gonzales,
Gonzales Expectacion C.
C Methods
of Research and Thesis Writings. Manila: National Book
Store,, Inc.,, 1993.
Good, Carter V. and Scates, Douglas E. Methods of
Research. New York: Appleton-Century-Crofts, Inc., 1954.

Wire Research:
http://wire.rutgers.edu/research_assignments_empirical_lin
k html
k.html
http://www.chssc.salford.ac.uk/healthSci/rem99/resmeth/pla
p
p
nning.htm
http://www.io.com/~hcexres/tcm1603/acchtml/otherep.html#
//
/
/
/
/
#
primresch

Module 1: Introduction to Research

WHAT IS RESEARCH?

WHAT IS SCIENCE?

a body of established knowledge

the observation,
observation identification,
identification investigation,
investigation
theoretical explanation of natural phenomenon

and

WHAT IS THEORY?

a set of inter
inter-related
related constructs and propositions that
specify relations among variables to explain and predict
phenomena

should be simple, consistent

relationships, tentative and verifiable

with

observed

WHAT IS SCIENTIFIC METHOD?

involves the principles and processes regarded as

characteristic of or necessary for scientific investigation

process or approach
trustworthy
y knowledge
g

to

generating

valid

and

WHAT IS RESEARCH?
Any honest attempt to study a problem systematically or to
add to mans
man s knowledge of a problem may be regarded as
research. (Theodorson and Theodorson 1969 cited in
Reber 1995, p.663)
The aim, as far as I can see, is the same in all sciences.
Put simply and cursorily
cursorily, the aim is to make known
something previously unknown to human beings. It is to
advance human knowledge, to make it more certain or
better fitting
. . . the aim is, as I have said, discovery. (Elias 1986, p.20)

WHAT IS RESEARCH?
The systematic investigation into and study of materials,
sources, etc, in order to establish facts and reach new
conclusions.
An endeavour to discover new or collate old facts etc by
the scientific study of a subject or by a course of critical
investigation.
[Oxford Concise Dictionary]

WHAT IS THE DIFFERENCE BETWEEN?

Research
Research
the application of the scientific method
a systematic process of collecting and logically
analyzing information (data)
Research Methods (Methodology)
the ways one collects and analyzes data
methods
developed for acquiring trustworthy
knowledge
g via reliable and valid p
procedures

WHY UNDERTAKE RESEARCH?

To investigate some existing situation or problem
To
T provide
id solutions
l ti
tto a problem
bl
To explore and analyse more general issues
To construct or create a new procedure or system
To explain a new phenomenon
To g
generate new knowledge
g
A combination of two or more of any of the above
(H
(Hussey
and
dH
Hussey 1997)

CHARACTERISTICS OF RESEARCH

objective
bj ti
precise
verifiable
empirical
logical
g

KEY CONCEPTS AND ISSUES

time in research
variables
i bl
types of relationships
hypotheses
types of data
fallacies
structure or research
deduction and induction
ethics
thi
validity

KEY CONCEPTS AND ISSUES

time in research

crosssectionalvs.longitudinal
i
l
l
i di l
repeatedmeasures

timeseries

KEY CONCEPTS AND ISSUES

variables

variable
any observation that can take on different values
attribute
a specific value on a variable

EXAMPLES

Variable
age

Attribute

Variable

Attribute

age

18, 19, 20, etc...

Variable
Gender or sex

Attribute

Variable

Attribute

Gender or sex

Male, female

Variable
satisfaction

Attribute

Variable
satisfaction

Attribute
1 = very satisfied
2 = satisfied
3= somewhat satisfied
4 = not satisfied
5 = nott satisfied
ti fi d att allll

Types
yp of variables
independent variable (IV)
what
h t you (or
( nature)
t ) manipulates
i l t in
i some way
dependent variable (DV)
(DV)
what you presume to be influenced by the IV

EXAMPLES

IV

DV

health status
attitude
social support
intervention

exercise
participation

KEY CONCEPTS AND ISSUES

types of relationships
correlational vs. causal relationships

variables perform in a
synchronized
y
manner

one variable causes the

other variable

correlationdoesnotimplycausation!
(itsnecessarybutnotsufficient)

 patterns of relationships

+
fitness

no relationship
positive relationship
negative relationship
curvilinear relationship
p

vocabulary

 patterns of relationships

+
fitne
ess

no relationship
positive relationship
negative relationship
curvilinear relationship
p

resting
ti HR

 patterns of relationships

ex
xercise in
ntensity

no relationship
positive relationship
negative relationship
curvilinear relationship
p

HR

 patterns of relationships

+
perform
mance

no relationship
positive relationship
negative relationship
curvilinear relationship
p

arousal

KEY CONCEPTS AND ISSUES

hypotheses
a specific statement of prediction of the expected
outcome in a g
given situation and is tested in an
experiment

types of hypotheses

alternative vs
vs. null
alternative hypothesis (HA)an effect (that you
predict or trying
p
y g to demonstrate))
null hypothesis (HO)null effect (any observed
changes in behaviour are due to chance)
one-tailed vs. two-tailed

EXAMPLES
hypothesis

there is a relationship between age and

exercise participation
p
p

HA

there is a relationship

HO

there is not a relationship

thisisatwo
this
is a twotailed
tailedhypothesisasno
hypothesis as no
directionispredicted
show that the different results
are statistically significant

hypothesis

an incentive program will increase

exercise participation

HA

participation will increase

HO

participation will not increase or will

decrease

tthisisaonetailedhypothesisasa
s s a o e ta ed ypot es s as a
specificdirectionispredicted
statistical significance means
expected result was found

KEY CONCEPTS AND ISSUES

types of data
Quantitative research
systematically observe changes in the phenomena of
interest while manipulating what are believed to be
causal influences
Qualitative research
may be
b more concerned
d with
ith the
th individuals
i di id l personall
experiences of the problem under study

KEY CONCEPTS AND ISSUES

fallacies
an error in reasoning (logic or premise)

KEY CONCEPTS AND ISSUES

structure or research

The"hourglass"notionofresearch
begin with broad questions
beginwithbroadquestions
narrowdown,focusin
operationalize
OBSERVE
analyzedata
reach conclusions
reachconclusions
generalizebacktoquestions

KEY CONCEPTS AND ISSUES

deduction and induction

Deduction

Induction

KEY CONCEPTS AND ISSUES

ethics

balance between protecting participants vs. quest for

knowledge (confidentiality and anonymity)

KEY CONCEPTS AND ISSUES

validity

the best available approximation to the truth of a given

proposition inference,
proposition,
inference or conclusion

types
yp of validity
y
conclusion
internal
construct
t t
external

typesofvalidityarecumulative

THE VALIDITY QUESTIONS ARE CUMULATIVE...

THE VALIDITY QUESTIONS ARE CUMULATIVE...

In this study

Is there a relationship
p between
the cause and effect?

THE VALIDITY QUESTIONS ARE CUMULATIVE...

In this study
C
Conclusion
l i

Is the relationship causal?

Is there a relationship
p between
the cause and effect?

THE VALIDITY QUESTIONS ARE CUMULATIVE...

In theory
Internal
Conclusion

Can we g
generalize to
the constructs?

Is the relationship causal?

Is there a relationship
p between
the cause and effect?

THE VALIDITY QUESTIONS ARE CUMULATIVE...

In theor
theory

Can we generalize
to other persons,
persons
places, times?

Can we generalize to
C
Construc
t
the constructs?
t
Internal Is the relationship causal?

Conclusion

Is there a relationship
p between
the cause and effect?

THE VALIDITY QUESTIONS ARE CUMULATIVE...

Validity

External
Construct
C
t t
Internal
C
Conclusion
l i

Can we generalize
to other persons,
persons
places, times?

Can we generalize to
the constructs?

Is the relationship causal?

Is there a relationship
p between
the cause and effect?

TYPES OF RESEARCH
Exploratory research
Takes place where there is little or no prior knowledge of a
phenomenon.
This type of research attempts to gain some familiarity with
the appropriate concepts and looks for patterns or ideas
without any preconceived ideas or explanation.
Descriptive research
Describes
D
ib
a particular
ti l
phenomenon,
h
f
focusing
i
upon the
th
issue of what is happening, or how much of it has
happened rather than why it is happening.
happened,
happening

Explanatory research
This type of research is involved in explaining why
something happens,
happens and assessing causal relationships
between variables.
Predictive research
Forecasts
F
t future
f t
phenomena,
h
b
based
d on the
th interpretations
i t
t ti
suggested by explanatory research.

RESEARCH CLASSIFICATION
Pure research takes place to explore a particular concept,
or issue,
i
without
ith t regard
d for
f a specific
ifi problem,
bl
and
d may be
b
carried out to simply gain a better understanding of the
overall concepts.
concepts
Applied research is undertaken to solve a specific
problem or provide a solution to a practical question.

PRIMARY AND SECONDARY RESEARCH

Primary research
Refers to research that has involved the collection of
original
g
data specific
p
to that p
particular research p
project,
j , for
example through using research methods such as
questionnaires or interviews.
Secondary research
Refers to research where no such original data is collected,
but the research p
project
j
uses existing
g ((or secondary)
y)
sources of data, for example census or archive data.

THEORETICAL AND EMPIRICAL RESEARCH

Theoretical research generally uses the findings from
existing
i ti
works
k to
t develop
d
l
new ideas
id
th
through
h analysing
l i
existing theory and explanations. These new ideas are not
tested through collecting evidence in the form of primary
data.
Empirical research supports the development of new
ideas through the collection of data (empirical =
observation
b
ti
or measurementt rather
th
th
than
th
theoretical
ti l
reasoning).

WHAT IS AN EMPIRICAL RESEARCH REPORT?

1. An empirical research report is structured to answer
specific questions posed by readers in scientific and
technical fields:
What is the problem?
What was done to study the

problem?
What was found?
What do the findings mean?
(Introduction to Technical Writing: Process & Practice, by
Lois Johnson Reid)

2. An empirical research report is a report in which you

gather your most important information from primary
sources, such as the field or laboratory, rather than
published documents. The research focuses on why certain
things happen.
(Power Tools for Technical Communication,
Communication McMurray,
McMurray
Harcourt College Publications 2002)

EMPIRICAL RESEARCH REPORT COMPONENT

1. Title
2 A
2.
Authors:
th
Affiliations
Affili ti
3. Abstract: Synopsis of study
4 Introduction: Literature review
4.
review, statement of goals
goals,
research questions, and hypotheses
5. Methods and Materials: Participants, measures,
equipment, statistical techniques, etc.
6. Results: Summaries and analyses of the measures
obtained
7. Discussion & Recommendations : Interpretations and
implications of the study
8. References

TITLE
The title is a concise summary of the empirical research
report The title should convey appropriate information
report.
about the study or studies presented in the report.
AUTHORS
People who make a major contribution to the study are
listed as authors. You might want to do a background
search on the authors in order to determine the expertise
the researchers have.
Questions that have to be answered here:
Who did the research?
Is there an established protocol for the order of the
authors names?

ABSTRACT
A report of an empirical study also includes an abstract.
The abstract is a brief but comprehensive summary of the
empirical research report. It includes a concise statement
of the g
goal of the research,, outlines the methods,, and
presents the essential results and conclusions.
Questions to be answered here:
Why
y did yyou do the study?
y
How was the study done?
What did y
you find?
Why are these findings important?

INTRODUCTION
The introduction sets the research in a context (it provides
the "big picture"), provides a review of related research,
and develops the hypotheses for the research.
The purpose of the introduction is to describe the problem,
de elop the theoretical and empirical background
develop
backgro nd for the
research questions, and elaborate a rationale for all parts
of the study.
study

In order to understand why the research was conducted,

you need to ask yourself the following questions:
What are the research questions?
Where did these research questions come from?
Is the research important? Why or why not?

These questions set up the context and rationale for the

study.

LITERATURE REVIEW
Analyze published studies relevant to the
i
issue
under
d study.
t d
Synthesize to avoid simply listing studies and findings
findings.
Cite studies with author(s) and date.
Avoid plagiarism by constructing a comprehensive outline
outline.
State Your Objective: Purpose of the Study
State Your Research Questions
State Your Hypothesis: What you thought you'd find?

METHODS & MATERIALS

The methods section is a description of how the research
was conducted,
conducted including who the participants were,
were the
design of the study, what the participants did, and what
measures were used.
The questions that will help you evaluate the method are:
Have
H
you explained
l i d the
th samples
l used
d in
i the
th study?
t d ?
Are the samples appropriate for the study?
What is the research design?
Is the design appropriate for the research question(s)?
What are the measures?
Are the measures appropriate for addressing the research
q
question(s)?
( )
What ethical considerations are important to address?

RESULTS
The results section contains the summaries and analyses
of the measures obtained in the study.
study This is where the
"answers" to the research questions are found.
The following questions will help you evaluate the results:

What are the main results of the study?

Can the results be used to answer the research

question(s)?

Can the results be generalized beyond the context

of the study?
You need to understand what the results are before you
can think critically about them. A good way to start to
understand the results is to study the figures and tables.
Then read the text for the researchers' interpretations.

DISCUSSION
The discussion section contains the interpretations and
implications of the study. There may be more than one
study
t d in
i the
th report;
t in
i this
thi case, there
th
are usually
ll separate
t
Method and Results sections for each study followed by a
general discussion that ties all the research together.
The discussion section should start with a summaryy of the
most important results and then follow with a discussion of
how the results address the research questions.
Consider these questions as you write the discussion
section:
What conclusions do the researchers draw from their
results?
Are the conclusions important?
Why or why not?

Explain your results:

Did your results support your hypothesis?

Did your results relate to your objective?
Did yyour results interpret
p in light
g of other p
published
results on
the subject?
Did your results suggest directions for further
research?
Did your results discuss the limitations of your study?
This section, or area of the report, is also the place
to make recommendations or state ideas for further
research.

REFERENCES
The references section cites all the literature reported in the
article.
ti l
Th reference
The
f
citations
it ti
are used
d to
t supportt
statements made in the article.

When preparing the report remember to:

1. Determine that the objective is a project involving
discussion of causes, effects, or both.
2. Define the audience and purpose (&/or describe problem
and
db
background).
k
d)
3. Perform the research.
4. Plan and develop graphics and tables.
5. Identify causes.
6. Identify effects.
7. Identify the relationships between causes and effects.
8. Discuss causes and effects.

TIPS ON RESEARCH
1. Locate and read a few articles from within a field you are
comfortable
f t bl with.
ith
2. Read studies that are of interest to you.
3. Read the abstract first.
f
4. Identify the research question and objectives.
5. Why did the researcher(s) choose a particular setting or
sample?
6 What
6.
Wh t were the
th methods
th d chosen
h
t collect
to
ll t data?
d t ?
7. What were the most important findings?
8 Do
8.
D nott be
b over-concerned
d with
ith statistical
t ti ti l analysis.
l i
9. Be critical but objective.

WHAT IS RESEARCH - SUMMARY

1. There are a number of definitions of research. Defining
g
research is less important than understanding its nature.
2. Research is important for
f
the advancement off any
academic field or discipline.
3. Research can be classified as exploratory, descriptive,
explanatory
p
y or p
predictive depending
p
g upon
p its p
purpose.
p
It can
also be classified as either theoretical or applied depending
upon the level of application of the findings to real life
situations.
it ti

4. Research may involve the collection of new data (primary

research) or the use of existing data (secondary research).
5. The best way to begin to develop your understanding of
research its role,
research,
role and the types of research is to undertake
some reading. Choose some appropriate articles, and begin
to read!

Quality research is the lifeblood of any scientific

discipline. Without it, disciplines would stagnate,
failing to advance past their current limits and
understanding.
understanding
(Wann 1997 p.17)

Questions or Comments