Unit 2- Research Aptitude (UGC NET Paper I).pdf

This slide describes the research aptitude of unit 2 in the UGC NET paper I.

1. UGC NET Paper I - Research Aptitude1
Research
Aptitude
Paper 1: Unit - II
UNIVERSITY GRANTS COMMISSION
GENERAL PAPER ON TEACHING & RESEARCH APTITUDE
K.THIYAGU, Assistant Professor, Department of Education, Central University of Kerala, Kasaragod

2. Research Aptitude
UNIVERSITY GRANTS COMMISSION
GENERAL PAPER ON TEACHING & RESEARCH APTITUDE
Paper 1: Unit - II
K.THIYAGU, Assistant Professor, Department of Education,
Central University of Kerala, Kasaragod

3. Unit – ii: Research Aptitude
Research: Meaning, Types, and Characteristics,
Positivism and Post-positivistic approach to research.
Methods of Research: Experimental, Descriptive,
Historical, Qualitative and Quantitative methods.
Steps of Research.
Thesis and Article writing: Format and styles of
referencing.
Application of ICT in research.
Research Ethics.
UGC NET Paper I - Research Aptitude3

4. UGC NET
Question Types
•Simple MCQ
•Double Statement (Statement I & II)
•Multiple Statements Questions
•Match the Following
•Order Questions
•Assertion & Reason
UGC NET Paper I - Research Aptitude4
Model Question Format:
https://testmoz.com/13692742

5. Meaning of Research
The term research includes two words, specifically're' and
'search’.
By and large, 're' signifies again and 'search' signifies to
discover.
As indicated by Creswell,'research is a procedure of steps
used to gather and analyse information to increase our
understanding of a particular topic or issue’.
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6. Research
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Research is a detailed and careful study of something to find out more
information about it.
Researchis a systematic inquiry to describe, explain, predict, and control
the observed phenomenon.
Research is a systematic and methodical process of inquiry aimed at discovering, interpreting, and revising facts, events, behaviors, or theories.
It involves the collection, analysis, and interpretation of data to answer
specific questions or solve problems, ultimately contributing to the body of
knowledge in a particular field.

7. Research - Acronym
•Rational way of thinkingR =
•Expert and exhaustive treatmentE =
•Search and solutionS =
•ExactnessE =
•AnalysisA =
•Relationship of factsR =
•Critical observation, careful planning, constructive attitude.C =
•Honesty and hardworkingH =UGC NET Paper I - Research Aptitude7

8. Research Objectives
Investigate some existing situation or problem.
Build or make another method or framework.
Generate new knowledge.
Explore and analyse more general issues.
Offer a solution to a problem.
Review and synthesize the existing knowledge.
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9. Research Characteristics
ObjectivityReliabilityValidityAccuracyCredibilityGeneralizability
Empirical
Research
SystematicsControlled
Factors
CyclicalLogicalReplicable
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10. Research Characteristics
•It means research with no inclination. (Avoid
Bias).a. Objectivity
•Reliability with regards to research is
consistency. (verifiability).b. Reliability
•Validity in research mainly stands for accuracy
of procedures, research instruments, tests, etcc. Validity
•It is firmly identified with legitimacy.
(Precision)d. Accuracy
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11. •It is the utilization of best wellspring of data and
the best techniques in the exploration. (Trade-off
between primary data and secondary data).e. Credibility
•The sample considered is the representative of the
whole population so the findings should also be
applicable to the whole population.f. Generalizability
•It is based on real-life experiences, direct
experiences or observation by the researcher. g. Empirical research
•Each research should follow a definite procedure.h. Systematic
Research Characteristics
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12. •In research, various factors may affect the outcome
and some are taken as controlled factors, whereas
the others are tested for the possible outcome.i. Controlled factors
•Research is a repetitive procedure since it begins
with an issue and finishes with an issue.j. Cyclical
•The statement, great research is coherent, infers that
examination is guided by the standards of sensible
thinking. k. Logical
•This characteristic allows the results of the research
to be confirmed by repeating the study and after that
building a sound basis for making decisions.l. Replicable
Research Characteristics
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13. Characteristics of Scientific Method
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14. Aims of research as a scientific activity
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15. Types of Validity
i. Internal validity: With higher internal validity, a researcher is able to
establish a better casual relationship between two or more variables.
ii.External validity:It means external factors that can affect the study
must be controlled.
iii. Face validity:By valid, we mean that the survey and questionnaire
accurately measure what they are supposed to measure.
iv. Content validity:The indicator measures all aspects of the construct
and not just a part of it.
v. Criterion validity:The indicator corresponds with and is predictive of
measurements using related indicators.
vi. Construct validity:The indicator measures the construct in a manner
that is convergent with other measures in terms of direction.
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16. Types of Research
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17. Types of research
(Fundamental,
Applied and Action)
Criteria
(On the basis)
Types
ObjectivesFundamental ResearchApplied ResearchAction Research
Nature of DataQualitative ResearchQuantitative Research
Nature of FindingsExplanatory ResearchExploratory ResearchDescriptive Research
Experimental ManipulationsExperimentalNon-Experimental
Approach involvedLongitudinal ResearchCross sectional research
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18. Types of Scientific Method (Exploratory, Explanatory and Descriptive)
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19. Descriptive vs Analytical
Descriptive ResearchAnalytical Research
It answers questions such as ‘what is’ or
‘what was’ i.e describes the problem.
In this researcher use facts to explain
‘why it has occurred’ or ‘how it
occurred’
It includes survey and fact-finding
enquiries with adequate interpretation.
It attempts to make critical evaluation of
the material.
Example: Analysing the trend of rising
coronavirus cases.
Example: analysing the reason behind
the rise in coronavirus cases.
Classification of Research based on Objectives
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20. Fundamental ResearchApplied Research
It makes addition to existing knowledgeIt is used to find out solutions to existing
problems.
It is used to discover new things or any
invention.It is used in application.
It is extensive in nature.It is intensive in nature.
Fundamental vs Applied
Classification of Research on Basis of Application
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21. Deductive ResearchInductive Research
It is also termed as top-down or general-
to-specific.It is termed as bottom-up approach.
In this, theory is tested with the help of
available information.
in this, theories are formulated, news
ideas are explored.
It begins with hypothesisIt begins with research questions.
Deductive vs Inductive
Classification of Research on Basis of Logic
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22. Structured ResearchUnstructured Research
Everything that is part of research is
predetermined such as objective, design,
sample, and questions.
In this, flexibility is allowed because it is
not predetermined for formulating
research.
It is more appropriate to determine the
extent of problem.
It is more appropriate to explore the
nature of problem.
It is used in quantitative research.It is used in qualitative research.
Structured vs Unstructured
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23. Qualitative ResearchQuantitative Research
It is inductive in nature and deals with
phenomena’s quality.
It is deductive in nature and deals with
phenomena’s quantity.
In this, sample size is small.In this, sample size is larger.
It tells about why.It tells about how much or how many.
Qualitative vs Quantitative
Classification of Research on the Basis of Process
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24. Conceptual ResearchEmpirical Research
It is used by philosophers and thinkers to
develop new concepts or for
reinterpretation.
It relies on experience or observation
alone.
It is related to some abstract idea or
theory.
In this, the researcher must formulate a
working hypothesis.
It is based on theoretical approach.It is based on Experimental approach.
Conceptual vs Empirical
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25. Innovative ResearchIncremental Research
It deals with the innovation of new ideas,
new technology, or a new technique to
solve a problem.
In this, improvement or extension of
something occurs on exiting thing.
Example: Research for Coronavirus vaccineExample: Research conducted by a
company to improve the product.
Innovative vs Incremental
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26. Ex Post Facto Research
Ex post facto study or after-the-fact research
is a category of research design in which the
investigation starts after the fact has
occurred without interference from the
researcher.
Historical Research
It is similar to Ex Post Facto Research
and usually focusses on the historical
aspect of an issue.
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32. Positivism and
Post Positivism Approach to Research
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33. Positivist Paradigm
The term positivism was coined by the French philosopher Auguste Comte in the
19thcentury & reflected through by Francis Bacon, John Locke, Isaac Newton.
The term positivist hasno negative connotation.
In philosophy, positivism mainly adheres to the idea that ‘factual’ knowledge gained
through observation is trustworthy.
Positivism relies upon quantifiable perceptions that prompted measurable
examinations.
Here, the role of the researcher is limited to collect data collection and interpretation in
an objective way.
Positivists usually adopt the deductive approach, the concentration is on facts.
The researcher is independent that means maintaining minimal interaction with
participants and research is purely objective & the world is external.
There is one reality, knowable within probability.
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34. Post – Positivism
What we should carry out research in social sciences in ways that are similar to the methods
within the natural sciences.
Two people observe the same event but understand it differently, based upon their own
experiences and beliefs.
Objectivity can be achieved by using multiple measurements, observations and triangulating
the data to gain a more clear comprehension of what’s going on as a general rule.
Since the inception of the 21stcentury, the focus of research shifted from ‘reality’ to ‘critical
reality’.
Physicists like Werner Heisenberg and Niels Bohr focused on this reality.
This approach was called up as post-positivism, which it describes as a less strict form of
positivism.
Post positivists support the idea that social scientists and natural scientists share the same goals
for research and employ similar methods of investigation.
It tends to be distinguished from positivism as indicated by whether the attention is on
hypothesis verification(positivism) or on theory misrepresentation(post-positivism).UGC NET Paper I - Research Aptitude34

35. Research Process / Steps
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36. 1. Selecting the research area.
2. Formulating research aim, objectives and research questions or
developing hypotheses.
3. Conducting the literature review
4. Selecting methods of data collection
5. Collecting the primary data
6. Data analysisResearch
Process
7. Reaching conclusions
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37. Research Steps
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38. Steps of Scientific Method
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39. Formats and styles of
Referencing of a Research Report
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40. Referencing Style
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41. Referencing Style
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42. Referencing Style
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45. Referencing Style
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49. Scales of
Measurement
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53. Quantifiable
Nominal
Ordinal
Interval
Ratio
-
Equal IntervalsAbsolute Zero
X
X X
X
X
Scale of Measurement
Characteristics
X
--
--
-

54. Variables,
Samples and Tools
UGC NET Paper I - Research Aptitude54

55. Variables
The quantity or condition
that can change
(anything that has a quantity or quality
that varies)
55

56. Types of Variables
Dependent Variables
A variable that relies on and can be
changed by other factors that are
measured
Confounding Variables
Extra variables that the researcher
did not account for that can
disguise another variable's effects
and show false correlation
Qualitative Variables
Non-numerical values or groupings
Moderating Variables
A variable that changes the
relationship between dependent
and independent variables by
strengthening or weakening the
intervening variable's effect.
02
04
06
08
Independent Variables
A variable that stands alone
Extraneous Variables
Factors that affect the dependent
variable but that the researcher did
not originally consider when
designing the experiment
Quantitative Variables
Data sets that involve numbers or
amounts.
Intervening Variables
A theoretical variable used to
explain a cause or connection
between other study variables
01
03
05
07
07
Control Variables
Characteristics that are constant and
do not change during a study
09 Composite Variables
Two or more variables combined
to make a more complex variable
08

57. Nominal Variables
Anominal variableis one that
describes a name, label or
category without natural
order.
Eg: Gender, Locality.
Ordinal Variables
Anordinal variableis a variable whose
values are defined by an order relation
between the different categories.
Eg: Excellent, Very Good, Good, Bad
Continuous Variables
It can assume an infinite number
of real values within a given
interval.
Eg: Height, Weight
Discrete Variables
It can assume only a finite number of
real values within a given interval.
Eg: the range is 0to10, and the score is
always given to one decimal
Eg, Siblings a person, number of
students in the classroom, number of
times exercised in a week
Categorial VariablesQuantitative / Numeric Variable

58. 58

59. Some other Variables
Dummy Variable
This is a variable that takes on
only two values, typically 0 and
1, and is used to represent
categorical variables in
statistical analyses.
Eg:
0 = Female, 1 = Male
1 = Rural, 2 = Urban
Latent Variable
This is a variable that cannot
be directly observed or
measured but is inferred from
other variables.
Latent variables are often used
in psychological or social
research to represent
constructs such as personality
traits, attitudes, or beliefs.
Moderator – Mediator
Variable
This is a variable that acts both as
a moderator and a mediator.
It can moderate the relationship
between the independent and
dependent variables and also
mediate the relationship between
the independent and dependent
variables.
Moderator-mediator variables
are often used in complex
statistical analyses.
Extraneous Variable
This is a variable that has no
relationship with the
independent or dependent
variable but can affect the
outcome of the study.
It can be controlled through
random assignment or statistical
techniques.

60. Independent
(A variable that we can control)
Cause
X Y
Independent Variable (IV)
also called
exposure,
explanatory, manipulated variables60
This is the variable that is manipulated by the researcher. It is
also known as the predictor variable, as it is used to predict
changes in the dependent variable.

61. Dependent
(A variable that we can observe or measure)
Effects
X Y
Dependent Variable (IV)
also called
outcome,
explained,
response variable61
This is the variable that is measured or observed to determine the effects
of the independent variable. It is also known as the outcome variable, as it
is the variable that is affected by the independent variable.

62. Z: Confounding, Mediating and Moderating Variables
X Y
Z ?
62

63. Confounding Variables
X Y
Z
ConfounderBoth X and Y are affected by Z
Subject
Interest
Hours
of Study
Exam
Score
63
This is a variable that can affect the relationship between the independent
variable and the dependent variable. It is a variable that is not being studied
but could impact the results of the study.
Eg: In a study on the effects of a new drug
on a disease, a confounding variable could
be the patient’s age, as older patients may
have more severe symptoms.

64. Mediating Variable
X Y
Z
MediatorA part of the association between X and Y goes through Z
Practice
Problems
Hours
of Study
Exam
Score
64
This is a variable that explains the relationship between the independent variable and the dependent variable.
It is a variable that comes in between the independent and dependent variables and is affected by the
independent variable, which then affects the dependent variable.
Eg. In a study on the relationship between exercise and
weight loss, the mediating variable could be metabolism, as
exercise can increase metabolism, leading to weight loss.

65. Moderating Variable
X Y
Z
ModeratorZ affects the association between X and Y
Tiredness
Hours
of Study
Exam
Score
65
This is a variable that affects the strength or direction of the relationship between the independent variable
and the dependent variable. It is a variable that influences the effect of the independent variable on the
dependent variable.
Eg: In a study on the effects of caffeine on cognitive performance, the moderator variable could be age, as older adults may be
more sensitive to the effects of caffeine than younger adults.

66. Path model
diagrams for
mediator,
confounding, and
moderator
variables.
66

67. 67

68. Dichotomous
Variable
Gender: Male and female
Locality: Rural and Urban
Pregnant and non pregnant
Alive and dead
Literate and illiterate
Trichotomous
Variable
Residence:
Urban, semi urban and
rural
Religion:
Hindu, Muslim, and
Christianity
Multiple
Variables
Blood groups: A,B,AB and O
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69. Population and Sample
69

70. Concept of Universe and Sample
70

71. Techniques of Sampling
(Probability and Non-probability Sampling)
71

72. Probability
Sampling
72

73. Non-Probability
Sampling
73

74. Tools & Techniques of
Research
74

75. Tool Constructions - Steps
Final Draft
Reliability & Validity
Reliability: Test retest, Split Half, Cronbach Validity: Face, Content, etc.
Pilot Study
Item AnalysisAccept / Reject Statements
Preliminary Draft
Overlapping items – modified (Guide & investigator)Number of statement, scales, (Preliminary Draft)
Item Writing
Positive & Negative StatementsCover the content / dimensions
Planning
Study of books, articles & Experts Discussion List out the Statement
75

76. Tools of Research in Education
Inquiry
Forms
Questionnaire
Checklist
Score-card
Schedule
Rating scale
Opinionnaire
Attitude scale
ObservationInterviewSociometryPsychological
Test
Achievement
Aptitude
Intelligence
Interest
inventory
Personality
Measures
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77. Types of Reliability
77

78. Test-Retest
ReliabilitySame Test
Same Sample
Different Times
78
Test-Retest Reliability:
Used to assess the consistency of a measure from one time to another.
(or) The consistency of a measure evaluated over time.

79. Parallel Forms Reliability
One major problem
with this approach is
that you have to be
able to generate lots of
items that reflect the
same construct.
Furthermore, this
approach makes the
assumption that the
randomly divided
halves are parallel or
equivalent. Even by
chance this will
sometimes not be the
case.
79
Parallel-FormsReliability:
•Used to assess the consistency of the results of two tests constructed in the same way from the same
content domain.
•The reliability of two tests constructed the same way, from the same content.
Two Tests
Same Sample
At a same Times

80. Split-Half Reliability
•The parallel forms approach is very similar to the split-half reliability described below.
•The major difference is that parallel forms are constructed so that the two forms can be used independent of each other and considered equivalent measures.
•With split-half reliability we have an instrument that we wish to use as a single measurement instrument and only develop randomly split halves for purposes of estimating reliability.
80
InternalConsistencyReliability:
•Used to assess the consistency of results across items within a test. (or)
•The consistency of results across items, often measured with Cronbach’s Alpha.
Single Test
Split halves

81. Average Inter-item Correlation
We first compute the
correlation between each
pair of items, as
illustrated in the figure.
In the example, we find an
average inter-item
correlation of .90 with the
individual correlations ranging from .84 to .95.
81
InternalConsistencyReliability:
•Used to assess the consistency of results across items within a test. (or)
•The consistency of results across items, often measured with Cronbach’s Alpha.

82. This approach also uses the inter-
item correlations. In addition, we
compute a total score for the six
items and use that as a seventh
variable in the analysis.
The figure shows the six item-to-
total correlations at the bottom of
the correlation matrix. They range
from .82 to .88 in this sample
analysis, with the average of these
at .85.
Average Item total Correlation
82

83. Cronbach's Alpha (a)
83
InternalConsistencyReliability:
•Used to assess the consistency of results across items within a test. (or)
•The consistency of results across items, often measured with Cronbach’s Alpha.

84. Inter-Rater/Observer Reliability
84
Inter-Rater or Inter-Observer Reliability:
•Used to assess the degree to which different raters/observers give consistent estimates of the same
phenomenon. (or)
•The degree to which different raters/observers give consistent answers or estimates

85. Types of Validity
85

86. LogicalStatistical
FaceContentPredictive
Construct
Concurrent
Validity
ConsistencyReliabilityObjectivity
86

87. Face Validity
(Logical Validity)
It refers to the transparency or relevance of a test as it
appears to test participants.
In other words, a test can be said to have face validity if it
"looks like" it is going to measure what it is supposed to
measure.
Eg: if a test is prepared to measure whether students can
perform multiplication, and the people to whom it is shown
all agree that it looks like a good test of multiplication
ability, this demonstrates face validity of the test.
E.g. A test of Mathematics should have numerical questions,
and
87

88. Content validity(also known aslogical validity) refers to the extent to which a measure
represents all facets of a given construct.
For example, adepressionscale may lack content validity if it only assesses
theaffectivedimension of depression but fails to take into account
thebehavioraldimension.
Content validity is important primarily for measures of achievement
The test maker first determines the widely accepted goals of instruction in the subject
and then prepares a blueprint for the test. Test content is drawn from the course
content and weighted according to the weightage of the objectives of the course and the
course content.
Content Validity
(Logical Validity)
88

89. Infers that the test produces similar results to a previously validated test
e.g.
VO2
max
Incremental
Treadmill Protocol
with expired gas
analysis
Multi-Stage Fitness
(Beep) Test
Concurrent Validity
(Statistical Validity)
89
Concurrent validity is evaluated by showing how
well the test scores correspond to already
accepted measure of performance or status made
at the same time.
Example
•Scores of a test of knowledge of basic
concepts in Geography can be validated
against the teachers' ratings of the students
on this aspect.
•Intelligence test were first validated against
school grades, teacher’s rating etc.
•A newly constructed test of intelligence may
be validated by finding its correlation with
another already existing well accepted test in
this area.
•In this cases, a correlation coefficient
between the two sets of measures is
calculated as an index of validity.

90. Infers that the test provides a valid
reflection of future performance using
a similar test
Can performance during
test A be used to predict
future performance in
test B?
AB
Predictive Validity
(Statistical Validity)
90
We may be interested in using a test
to predict some future outcome.
Example:
•A test of aptitude for teaching may
be used to admit students to
teacher’s training college and be
expected to predict success at the
job as teachers
•Aclericalaptitudetestmaybeused
topredictsuccessonthejobas
clerks.

91. Infers not only that the test is measuring what it is supposed to, but also that it is capable of detecting what should exist, theoretically Therefore relates to hypothetical or
intangible constructs
e.g.
Team Rivalry

Sportsmanship.
Construct Validity
(Logical / Statistical Validity)
91
Sometimes questions like the following
are asked
§What does this test mean or signify?
§What does the score tell us about the
individual?
§These questions are related with
construct validity of the test.
The terms ‘construct’ is used in
psychology to refer to something that is
not observable but is literally
‘constructed’ by the investigator to
summarize or account for the regularities
or relationships that he observes in
behaviour.

92. Factorial Validity
Factorial validity is, in a way, extension of the construct
validity.
The intercorrelations of a large number of tests are
examined and if possible accounted for in terms of a much
smaller number of more general ‘factors’ or trait categories.
Sometimes 3 or 4 factors may account for the
intercorrelations among 15 to 20 test.
The factorial validity of a test is defined by its correlation with a factor, called factor loading.
92

93. Validity
93

94. Statistical
Analysis
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97. Graph
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Parametric & Non-Parametric Test

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103. Application of ICT Tools in
Research
(ICT Applications in Research)
K.THIYAGU,
Assistant Professor, Department of Education,
Central University of Kerala, Kasaragod

104. UGC NET Paper I - Research Aptitude104
ICT tools are mainly used by researchers
for its ability
to ease knowledge –gathering process
and
to enhance resource development.

105. UGC NET Paper I - Research Aptitude105
Digital tools helps the researcher in the following way:
Identify research articles and appropriate information
sources through searching various online tools
Literature survey & Critically analyses known information for further reading
Data collection process (Manage and collect the data)
Data analysis tools for both quantitative and qualitative
analysis
Referencing
Report preparation
CC-BY-NC-SA 105

106. ICT
Tools
Search Engine
Connect &
Communicate
with experts
and researchers
Free Digital
LibraryData Analysis
Referencing
Write & Publish
Research
Papers
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107. Application
of ICT
Pre-data Analysis
Data Analysis
Post-data analysis
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108. Application of ICT in
Pre-Data Analysis
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109. Pre-Data
Analysis
Literature
Search
Literature
Tracking
Data
Collection
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110. Literature Search
•https://scholar.google.com/Google Scholar
•https://www.researchgate.net/Research Gate
•https://www.academia.edu/Academia
•https://www.semanticscholar.org/Semantic Scholar
•https://scinapse.io/Scinapse
•https://eric.ed.gov/Eric
•https://pubmed.ncbi.nlm.nih.gov/PubMed
•https://doaj.org/DOAJ
•https://www.lens.org/Lens
•https://login.webofknowledge.com/Web of Knowledge
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111. Famous Database for Research articles
AMS
Annual Revices
EBSCO
Elsevier
Indian Citation Index
Indian Journals
JSTOR
PsycINFO
SpringerLink
ProQuest
Academic Search Premier
Teacher Reference Center
PubPsych
Research Gate
Scopus
ERIC
PubMed
IEEE Xplore
Science Direct
DOAJ
Google Scholar
J-Gate
ORCID
Paperity
Publons
SpringerLink
Web of ScienceUGC NET Paper I - Research Aptitude111

112. Theses & Dissertations Database
PQDT Open: https://pqdtopen.proquest.com/search.html
MIT Theses: http://dspace.mit.edu/handle/1721.1/7582
Stanford University Libraries: https://library.stanford.edu/
UColorado Libraries: https://www.colorado.edu/libraries/
FAS Theses & Dissertations: https://dash.harvard.edu/handle/1/4927603
EBSCO Open Dissertations: https://biblioboard.com/opendissertations/
EThOS e-theses: https://ethos.bl.uk/Home.do
UNSW Library: https://www.library.unsw.edu.au/
Open Access Theses: https://oatd.org/
Shodhganga (Reservoir of Indian Theses): https://shodhganga.inflibnet.ac.in/
UGC NET Paper I - Research Aptitude112

113. Literature
Tracking
Mendely
Zotero
EndNote
Literature Tracking: Sort, classify and store
EasyBib
UGC NET Paper I - Research Aptitude113

114. Data Collections Tools
•https://www.google.com/forms/about/Google Forms
•https://www.office.com/launch/formsMicrosoft Forms
•https://www.surveymonkey.com/Survey Monkey
•https://www.zoho.com/forms/Zoho Forms
•https://www.typeform.com/Type form
•https://www.cognitoforms.com/Cognito Forms
UGC NET Paper I - Research Aptitude114

115. Application of ICT in
Data Analysis
UGC NET Paper I - Research Aptitude115

116. UGC NET Paper I - Research Aptitude116

117. Quantitative
Qualitative
Application of
ICT in data
analysis
UGC NET Paper I - Research Aptitude117

118. Quantitative Data Analysis
SPSS
R
MATLAB
SAS
GraphPad
Microsoft Excel
UGC NET Paper I - Research Aptitude118

119. Free Statistical Software
JASP: https://jasp-stats.org/
Jamovi: https://www.jamovi.org/
OpenStat: https://openstat.info/OpenStatMain.htm
SalStat-2: https://www.salstat.com/
SOFA (Statistics Open For All): https://www.sofastatistics.com/home.php
PSPP: https://www.gnu.org/software/pspp/
Statext: https://www.statext.com/
MicrOsiris: https://www.microsiris.com/
Gnumeric: http://www.gnumeric.org/
Tanagra (Data Mining): https://eric.univ-lyon2.fr/~ricco/tanagra/en/tanagra.html
AM Statistical Software: https://am.air.org/
UGC NET Paper I - Research Aptitude119

120. Qualitative Data Analysis
Nvivo
ATLAS.ti
MAXQDA
Transana
•CAT (Coding Analysis Toolkit): https://cat-help.texifter.com/
•Weft QDA: https://weft-qda.en.uptodown.com/UGC NET Paper I - Research Aptitude120

121. Application of ICT in
Post Data Analysis
UGC NET Paper I - Research Aptitude121

122. References and Bibliography Compilation
•Endnote
•Zotero
•Mendeley
UGC NET Paper I - Research Aptitude122

123. Article and Thesis Discussion
•Academia.edu
•ResearchGate
UGC NET Paper I - Research Aptitude123

124. Plagiarism Detection
•Grammarly
•Article Checker
•Turnitin
•Duplichecker
UGC NET Paper I - Research Aptitude124

125. Ethical Considerations
in
Quantitative &
Qualitative Research
K.THIYAGU, Assistant Professor, Department of Education, Central University of Kerala, Kasaragod
Research
Ethics

126. Quantitative Research
•Data that are analyzed are in the form of
numbers.
•Eg: Behaviors are counted, correct answers or
errors are counted, and other types of measures
are recorded in terms of quantity.
•Quantitative research involves both experimental
and nonexperimental research.
UGC NET Paper I - Research Aptitude126

127. Qualitative Research
•Data that are recorded in narrative
descriptions, not numbers.
•Methods to observe and describe
conditions rather than control them.
Basic Ethical Principle for Qualitative Researchers is
this:
Do not tamper with the natural setting under study.
UGC NET Paper I - Research Aptitude127

128. Research
Ethics
Accuracy
Credibility
Confidential
Transparency
HonestyProtecting
Authenticity
Originality
Plagiarism
UGC NET Paper I - Research Aptitude128

129. Accuracy
UGC NET Paper I - Research Aptitude129

130. Accuracy / Carefulness
Avoid careless errors
and negligence;
Carefully and critically
examine your own work
Keep good records of
research activities,
such as data collection,
research design, and
correspondence with
agencies or journals.
UGC NET Paper I - Research Aptitude130

131. Credibility
UGC NET Paper I - Research Aptitude131

132. Credibility
•Proper Citations
•Acknowledgement
UGC NET Paper I - Research Aptitude132

133. Confidential
UGC NET Paper I - Research Aptitude133

134. Confidential
Protect confidential
communications,
such as papers or
grants submitted for
publication,
personnel records, trade or military secrets,
and patient records.
UGC NET Paper I - Research Aptitude134

135. Protecting
UGC NET Paper I - Research Aptitude135

136. Protection
•When conducting research on
human subjects, minimize harms
and risks and maximize benefits;
•Take special precautions with
vulnerable populations;
•Respect human dignity, privacy,
and autonomy;
UGC NET Paper I - Research Aptitude136

137. Transparency
UGC NET Paper I - Research Aptitude137

138. Transparency/
Openness
Share data, results, ideas, tools, resources.
Be open to criticism and new ideas.
UGC NET Paper I - Research Aptitude138

139. Honesty
UGC NET Paper I - Research Aptitude139

140. Honestly report data,
results, methods and
procedures, and
publication status.
Do not deceive
colleagues,
research sponsors,
or
the public.
Do not fabricate,
falsify,
or
misrepresent data.
UGC NET Paper I - Research Aptitude140

141. Authenticity
UGC NET Paper I - Research Aptitude141

142. Authenticity
Data should authentic
Information should be authentic
Proper references
UGC NET Paper I - Research Aptitude142

143. Originality
UGC NET Paper I - Research Aptitude143

144. Originality
Ideas should be fresh
Innovative work
Novel work
UGC NET Paper I - Research Aptitude144

145. Plagiarism
UGC NET Paper I - Research Aptitude145

146. Plagiarism
Plagiarism is the act of passing
off somebody else’s ideas,
thoughts, pictures, theories,
words, or stories as your own.
UGC NET Paper I - Research Aptitude146

147. UGC NET Paper I - Research Aptitude147
Research Aptitude
UNIVERSITY GRANTS COMMISSION
NET BUREAU
GENERAL PAPER ON TEACHING & RESEARCH APTITUDE
Unit - II
K.THIYAGU, Assistant Professor, Department of Education,
Central University of Kerala, Kasaragod