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Modes of Observation

31 May 2017Other Essays

In deciding the subject matter for a research paper, there are more than a few factors that must be well thought-out. One is that the subject must envelop an issue or field which has copious resources so that researching can be made proficiently and effectively so that difficulties in pursuing the research will be minimized or eliminated. Identifying which topic has wide resources enables the researcher to have a better domination of selecting the particular topic which fits the interest of the researcher (Babbie, 2008).

Although identifying a topic which has broad resources such as references can be a hefty task, it nonetheless gives the researcher a lot of space to write about. As Barbara and John McKenna point out, "without a conceptually sound beginning, the middle and end of any process will probably hang about a muddle (McKenna & McKenna, 2000, p. 53)." As a matter of fact, there is genuine risk that the “generalizability” of research findings to evaluation research and practice is relatively strained. A critical research issue for the field is the deep chasm between research and practice on most deliberative issues as well as its possible findings will frustrate an evaluator for the not all results may thoroughly incorporate with certain aspects.

Analysis on Methodological Predispositions

In essence, as stressed in the research output of Dantzker and Hunter, the perception of internalizing the four main levels of research methodologies helps individuals accomplish the following: discuss tradition and authority as sources of human learning hence giving side on contrasting the possible strengths and weaknesses; present and discuss errors that plague casual observations; comparison on deductive and inductive logical processes; and the establishment of a sturdy deliberation on the factors which influence research decisions for the benefit of obtaining precise retorts on certain inquiries.

Conceivably, following the basic steps in conducting researches such as (1) identifying the research problem (2) establishing the research design (3) data collection (4) data analysis and (5) reporting of results – is perceived to be insufficient thus, needs the rather more specific adept of data collection analysis. Quantitative measurements are but considered as the fundamental backbone of a quantitative research hence, giving researchers the ability to build a strapping ounce of data needed for comprehensible outcomes (Dantzker & Hunter, 2006).

Conclusions and further remarks

Further, in considering the credibility of sources for the research, it is expected that the researcher should take note and make use of journals and other references which have underwent peer-reviews from scholars and other academic institutions. Another indicator that a source is credible is if it has been widely referenced and published by a considerable number of publications (Dowdall, Babbie & Halley, 1998).

In evaluating the research, the researcher must objectively contrast the final research with the objectives identified. Assessing the research includes not only mere identification of the weak points of the research and improving them but also the task of evaluating if the research has faithfully and objectively followed the guidelines for academic honesty. While having a couple of other individuals assess the research in order to have an external opinion of the research, it is expected that the researcher will also consider feedbacks from these people and incorporate necessary changes to the research so as to arrive at a substantial research paper.

Works Cited

  • Babbie, E. R. (2008). The Basics of Social Research. Wadsworth Publishing
  • Dantzker, M. L., & Hunter, R. D. (2006). Research Methods for Criminology and Criminal Justice. Sociology, 237.
  • Dowdall, G. W., Babbie, E., & Halley, F. (1998). Adventures in Criminal Justice Research. Expert Evidence, 6(3), 241-242.
  • McKenna, B. J., & McKenna, J. J. (2000). Selecting Topics for Research Writing Projects. The English Journal, 89(6), 53.

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