How to identify research gap and research title

Research Gap and title

1. Research Gap and Title

2. Research Problem Practical research problem Research-based research problem

3. What is Research Problem ? Research problems are the issues, controversies, or concerns that guide the need for conducting a study . To locate the research problem in a study, ask yourself: What was the issue, problem, or controversy that the researcher wanted to address? What controversy leads to a need for this study? What was the concern being addressed "behind" this study ?

4. How Research Problem differ from other parts of the Research? The research problem needs to stand on its own and be recognized as a distinct step because it represents the problem addressed in the study . A research topic is the broad subject matter addressed by the study . A research problem is a general educational issue , concern , or controversy addressed in research that narrows the topic . A purpose is the major intent or objective of the study used to address the problem. Research questions narrow the purpose into specific questions that the researcher would like answered or addressed in the study .

5. CAN PROBLEMS BE RESEARCHED ? You can research a problem if you have access to participants and research sites as well as time, resources, and skills needed to study the issue. Can You Gain Access to People and Sites? Can You Find Time, Locate Resources, and Use Your Skills ?

6. Should the Problem Be Researched ? You should research a problem if the study of it potentially contributes to educational knowledge or adds to the effectiveness of practice. There are several ways to assess whether you should research a problem: Study the problem if your study will fill a gap or void in the existing literature. Study the problem if your study replicates a past study but examines different participants and different research sites . Study the problem if your study extends past research or examines the topic more thoroughly. Study the problem if your study gives voice to people silenced, not heard, or rejected in society. Study the problem if your study informs practice .

7. Statement of the Research Problem The statement of the problem section includes the actual research problem as well as four other aspects: 1. The topic. 2. The research problem. 3. A justification of the importance of the problem as found in the past research and in practice. 4. The deficiencies in our existing knowledge about the problem. 5. The audiences that will benefit from a study of the problem.

8. Deficiencies in What We Know A deficiency in the evidence means that the past literature or practical experiences of the researchers does not adequately address the research problem . ⚫ For example, deficiencies in the research may require a need to extend the research, replicate a study, explore a topic, lift the voices of marginalized people, or add to practice . A deficiency in practice means that educators have not yet identified good and workable solutions for schools or other educational settings . As you summarize these deficiencies, identify two or three reasons why existing research and practice are deficient in addressing the research problem, and state these reasons toward the end of the introduction to the study.

9. Is there a Gap regarding selected Research Problem? Thare are many ways, but three are mostly used. Other researchers and experts as reported in the literature, that means by literature review. Experiences others have had in the workplace. Personal experiences. Or how to find Research Gap? Or how ustify the importance of research problem?

10. Literature Review

11. What is a literature review? A literature review has three key components: 1. search of the literature available on a given subject area. 2 . An evaluation of the literature, including its scope. 3 . A well- structured and argued written account of the literature that provides an overview and critique. A literature review is a critical, analytical summary and synthesis of the current knowledge of a topic. It should compare and relate different theories, findings, and so on, rather than just summarize them individually. It should also have a particular focus or theme to organize the review.

12. A literature review provides a scholarly context for the argument you propose and support in your paper. It helps readers perceive how your argument fits into past and present scholarly discussion of your subject. Most often, a literature review is formatted to appear as a separate section of your paper, preceding the body. A literature review is a description of the literature relevant to a particular field or topic. It gives an overview of what has been said, who the key writers are, what are the prevailing theories and hypotheses, what questions are being asked, and what methods and methodologies are appropriate and useful. As such, it is not in itself primary research, but rather it reports on other findings What is a literature review?

13. What is the Literature? The "literature" that is reviewed should be written by scientists and researchers for scientists and researchers. They may include any of the following: Academic, scholarly journal articles (i.e., peer- reviewed) Books Conference Proceedings Dissertations Patents Standards Technical Reports Websites and other Internet Resources

14. The purpose of a literature review The purpose of a literature review is to: Provide foundation of knowledge on topic Identify areas of prior scholarship to prevent duplication and give credit to other researchers Identify inconstancies: gaps in research, conflicts in previous studies , open questions left from other research Identify need for additional research (justifying your research) Identify the relationship of works in context of its contribution to the topic and to other works Place your own research within the context of existing literature making a case for why further study is needed.

15. Importance of literature review in research: The importance of literature review in scientific manuscripts are : Provides the interpretation of existing literature in light of updated developments in the field to help in establishing the consistency in knowledge and relevancy of existing materials . 2. It brings out the dialects of contradictions between various thoughts within the field to establish facts . 3. The research gaps scrutinized initially are further explored to establish the latest facts of theories to add value to the field .

16. Provides information for relevancy and coherency to check the research . Justifies the research and sets up the research question . Sets up a theoretical framework comprising the concepts and theories of the research upon which its success can be judged Helps to adopt a more appropriate methodology for the research by examining the strengths and weaknesses of existing research in the same field . The more the reference of relevant sources of it could increase more of its trustworthiness with the readers . Helps to compare and contrast to show the originality and uniqueness of the research than that of the existing other researches . Rationalizes the need for conducting the particular research in a specified field . Importance of literature review in research:

17. Writing the Literature Review Keep these points in mind as you are writing your literature review : What is the purpose for the literature review and make sure your review specifically addresses your purpose . Write as you read, and revise as you read more . Rather than wait until you have read everything . you are planning to review, start writing as soon as you start reading . You will need to reorganize and revise it all later. But writing a summary of an article when you read it helps you to think more carefully about the article . Having drafts and annotations to work with will also make writing the full review easier since you won’t have to rely completely on your memory or have to keep thumbing back through all the articles . The first draft is for you , so you can tell yourself what you are thinking. Later you can rewrite it for others to tell them what you think.

18. A good literature review … is more than just a list of relevant literatur e. considers the range of literature available. is a critical summary of the literature. gives opinions and personal response to the different writings. relates different writings to each other, compares and contrasts. does not take the literature at face value. shows an awareness of the theories and values that underpin the research. uses particular reporting verbs such as: assert, argue, state, conclude, contend.

19. Writing your literature review Writing a literature review is like putting together a jigsaw puzzle. You need to figure out how each piece of writing fits together as well as identifying any missing pieces. One common way to approach a literature review is to start out broad and then become more specific. Think of it as a upside- down triangle.

20. Steps in the Literature Review Process Choosing a review topic Which topic or field is being explored ? What are the main issues? Where do you define the boundaries? Searching and selecting appropriate articles Find materials relevant to what you are exploring Evaluate what you read. Think about Is it relevant to your topic? Is it up to date? Is the information reliable and accurate? How are you going to organise and keep track of your sources? Analyzing and synthesizing the literature Organization of writing the review Introduction Main body Conclusion References

21. Organizing Your Literature Review The introduction establishes the significance of your topic and gives a brief preview of the trends you have identified in the scholarship of the subject. The body contains more extensive information about notable similarities and differences , points of agreement and disagreement , patterns, trends you have discovered. Use topic sentences to introduce and clarify these relationships among the separate scholarly works you have examined. The conclusion provides an overview of what is known and thought about the topic and what is left to explore.

22. The introduction It is important to have a good introduction that clearly tells the reader what the literature will be about. An introduction must tell the reader the following: what you are going to cover in the review the scope of your research how the review ties in with your own research topic. (If it is part of a larger research project)

23. Introduction example (on the topic of self- motivation) Many theories have been proposed to explain what motivates human behaviour. Although the literature covers a wide variety of such theories, this review will focus on five major themes which emerge repeatedly throughout the literature reviewed. These themes are: incorporation of the self- concept into traditional theories of motivation, the influence of rewards on motivation, the increasing importance of internal forces of motivation, autonomy and self- control as sources of motivation, and narcissism as an essential component of motivation. Although the literature represents these themes in a variety of contexts, this paper will primarily focus on their application to self- motivation.

24. This is a good example of an introduction because it has a topic sentence which indicates what will be covered and also tells the reader the specific focus of the literature review in the concluding sentence. Look how the introduction is broken down into three main parts.

25. The Body This is where you put together all the parts of your jigsaw along with your own analysis of the literature and how it relates to your topic or question . Remember, it is a good idea to start by introducing the broad issues first before getting more specific. It is here that you must develop an integrated argument from all the sources that you have gathered. Linking many arguments together is what makes a good literature review. Look at the following paragraph. Most early theories of motivation were concerned with need satisfaction. Robbins, Millett, Cacioppe and Waters- Marsh (1998) argued that motivation relies on what a person needs and wants. Similarly the early theories of Maslow and McGregor (cited in Robbins et al., 1998) focused on personal needs and satisfation as the basis for motivational behaviour. However, recent studies outlined by leonard, Beauvais, and Scholl (1999) suggest that personality and disposition play an equally important role in motivation. Current thinking does not discount these theories, but builds on them to include a self- concept.

26. This is a good example of a body paragraph because it starts with a topic sentence that introduces the main idea of the paragraph (which hopefully follows logically on from the preceding paragraph). It then presents arguments gathered from the literature, both supporting and contrasting. Finally ending with a concluding sentence. Note - Not all paragraphs need to have contrasting arguments but to include some when appropriate shows you have read widely. Look how the example paragraph is broken up into its parts.

27. Example 2 As well as presenting the information that you have found from the literature you also need to include your own analysis and interpretation of it. Read the following paragraph and see how the arguments have been integrated into the paragraph along with student analysis . Analysis is not just student opinion; it needs to be supported by the literature. By its very nature, motivation requires a degree of individual satisfaction or narcissism. Robbins et al. (1998) suggest that motivation has as its basis the need to focus on, and please the self. This is supported by Shaw, Shapard and Waugaman (2000) who contend that this narcissistic drive is based upon the human effort to find personal significance in life. It can be argued that the desire to improve one’s status is a highly motivating force, and is central to the idea of narcissistic motivation. The narcissistic motivational strategies put forward by Shaw et al. (2000) are concerned with motivation for life in general, but may also have applications in the context of work. These strategies, with their focus on personal needs, demonstrate that narcissism is an essential component of motivation.

28. Look at how the example sentence is broken down into its parts. Note - Not all paragraphs need to contain an analysis of the information but to include some when appropriate shows you have been thinking critically about what you have read. Do not forget, just like an essay, you need to include a one or two paragraph conclusion that sums up the main points that have emerged throughout the body of your literature review.

29. Reporting verbs A well written literature review contains many verbs that are used to introduce references. These are called reporting verbs. Reporting viewpoint regarding what the verbs can indicate either the author’s personal viewpoint, your author says, and/or the author’s viewpoint regarding other literature. Try to vary your use of these verbs as using the same one too often is boring for the reader.

30. The following are just some examples of reporting verbs used in literature reviews.

31. Choice of reporting verb Using a variety of reporting verbs will help you to make your writing more interesting for the readers. Although there are as many as 400 reporting verbs in English (Hyland 1999), in practice a much smaller number of verbs tend to predominate. Their relative frequency of use varies from discipline to discipline, as the table below shows.

32. Language tip: Clarifying the purpose of your review Avoid language that is too vague or general when introducing the purpose of your review.

33. Language tip: Linking ideas A literature review should flow between sentences as well as paragraphs. One way to connect each theme to the next, is to use linking phrases to show agreement and disagreement between studies. Examples of phrases that you can use to express agreement: A number of studies located some changes in the voting patterns of the age group (Hodges 2012; Leong, 2009; Magnussen, 2009; Nyugen 2011). Ngyuen (2011) and Smith (2016) concur that … Both Ngyuen (2011) and Smith (2016) have argued that …

34. Examples of phrases that you can use to express disagreement: Tropea’s study differs from Rippleside’s in a number of respects. By contrast, Tropea (2014) argues that there are other reasons for the drop in voting rates. On the other hand, Assad’s analysis implies that this is not the underlying cause. Tropea (2014:5), however, argues there are other reasons for the drop in voting rates in Victoria, a point that Rippleside (2014) has failed to mention. A number of studies located some changes in the voting patterns of the age group (Hodges 2012; Leong, 2009; Magnussen, 2009; Nyugen 2011), while some others (Rippleside 2010; Tropea, 2014; Underwood 2011) concluded that in several states of Australia, there had been very little change.

35. Background Analysis Template

36. Citation styles Your major decisions in planning your literature review are therefore what to include from previous research and where / in which order to mention it. When it comes to writing up the final draft of your review, you also have to decide how to include your citations – whether to quote directly from your source or whether to summarize (or paraphrase). You also need to decide which related studies you should discuss as a group, and which studies you should discuss alone.

37. There are two basic styles of citation: 1. Integral citations tend to focus the readers’ attention more on the researcher and rather less on the research. For that reason they are also known as author prominent citations .

38. 2 . Non- integral citations focus attention more on the research and less on the individual researchers involved. They are also known as research prominent or information prominent citations .

39. Tense choice in citation verbs Feak & Swales (2009: 51- 52) offer what they call general guidelines for tense usage in the literature review. But they make the point that a writer’s choice of tense is subtle and flexible; tense choice is not a question of grammatical rules but of appropriacy to academic norms – and to nuances of meaning. I. Past Simple tense: for reference to a single study (often an integral citation of researcher activity, but also to research findings). Arslan (2007) investigated the performance characteristics of biodiesel as an engine fuel. The performance characteristics of biodiesel as an engine fuel were investigated by Arslan (2007). Biodiesel was shown to have strong performance characteristics as an engine fuel (Arslan 2007).

40. II. Present Perfect tense: for reference to an Area of Research (generally non- integral citations) The potential of biodiesel as an alternative to regular diesel has been widely investigated (Savage 2005; Pinnarat 2006; Arslan 2007). There have been several investigations of the potential of biodiesel as an alternative to regular diesel (Savage 2005; Pinnarat 2006; Arslan 2007). Many studies have investigated the potential of biodiesel as an alternative to regular diesel (Savage 2005; Pinnarat 2006; Arslan 2007).

41. III. Present tense: for reference to Generally Accepted Knowledge in the field The scarcity of known petroleum reserves makes (or in this case, is making) renewable energy resources increasingly attractive (Savage 2005; Pinnarat 2006; Arslan 2007).

42. Example The zone of proximal development (ZPD) is the metaphor Vygotsky (1978) proposed as a way to explain the process of an individual’s internalisation of knowledge and skills through social forms of mediation. More specifically, the ZPD refers to the distance between one’s actual development achieved by oneself and one’s potential future development through the assistance of the expert or more skillful peers (Cole, 1985; Lantolf, 2000; Lantolf & Thorne, 2006; Leontiev, 1987; Rogoff, 1995; van Lier, 1996). Vygotsky (1978) characterised the notion of the ZPD as follows: “An essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child’s independent developmental achievement” (p.90). 21

43. The Topic Narrative hooks have these characteristics: cause the reader to pay attention, elicit emotional or attitudinal responses, spark interest, and encourage the reader to continue reading. A convincing narrative hook might include one or more of the following types of information : Statistical data A provocative question A clear need for research The intent or purpose of the study

44. Research Title Although short, and usually written near the end of the process, the title of a research article requires great consideration. Followings are list of guidelines to help with writing your title: Be specific, clear, and concise. Express the direction of changes found during the study. Use key words at the beginning. Be objective .

45. Thank you