TRIBHUVAN UNIVERITY

INSTITUTE OF ENGINEERING
PULCHOWK CAMPUS

DEPARTMENT OF ARCHITECTURE

MASTER OF SCIENCE IN ENERGY FOR SUSTAINABLE AND SOCIAL DEVELOPMENT

TERM PAPER ON

RESEARCH METHODOLOGY

22 August, 2019

SUBMITTED TO: SUBMITTED BY:

Dr. SANJAYA UPRETY Sadikshya Bastola

DEPARTMENT OF MSESSD MSESSD/017

Research Methodology module was delivered by Dr. Sanjaya Uprety. There were about 20
classes taken by him which included a guest lecture by Dr. Sudarshan Raj Tiwari and Ass. Prof.
Nagendra Bahadur Amatya, a class by Assistant. Lecturer Apil Kc and a mini research on
“Study of the perception of the Master’s students of the Pulchowk Engineering college on
Bioenergy.”. Dr. Sanjay Upreti started the class with a brief introduction of the course and the
need for research methodology. During the introduction, he gave us an insight the subject and
how important it is for an academic researcher like us. We, lack the idea about how a research
is to be carried out and all the essential procedures by which we can approach our work of
describing, explaining and predicting phenomena of our interested areas. The most important
thing about what he said was that we should have genuine curiosity and interest in the field that
we are studying or trying to research if don’t do it.

During this whole course of study, we were involved in a lot of presentations, though they were
small presentations these really helped to boost up my confidence level and also my interaction
skills. Each day was a new learning day and all the genuine suggestions I got during the
presentations really helped me to get a better grasp of the subject and helped me make a
noticeable advancement in my work. The lectures were highly constructive, and I genuinely
appreciate the knowledge level and sincere effort of Dr. Sanjaya Upreti toward students. I was
capable to relate what I learned in the course to the experiences and the ideas outside the course,
and was able to apply it to a variety of problems or cases. Along with this, the overall
interactions and contributions of the students were immensely helpful.

Conclusively, this course has delivered us with the necessary knowledge to undertake better
research and conceivably become a successful researcher. The final mini research, allowed me
to step into the shoes of an active researcher and had broadened up my thinking spectra and I
have started reading journals and published articles. There are many rigorous works involved
in the research process, many readings, writing, synthesizing, and editing but at the same time,
it has provided a meaningful learning experience to the students. I can say that; this course has
constructed a sturdy base for my thesis, as we must conduct the research well to curtail wastage
of time and money. Moreover, we are expected to publish it later in a peer-reviewed journal so
that the research can be presented to the world without any ambiguity. Dr. Uprety has handled
all the aspects of research methodology in such a way that all the students now have the
necessary knowledge to undertake any of the research that fascinates them and grow into a
successful researcher.

Lecture 1(Language of Academic/ Applied Research):

This course was much more than I had expected it to be. This course introduced range of
research methodology methods, techniques and tool. The classes started explaining the types
of research and how we can collect the data; Natural science research that deals with the cause
and the effect. However, social science research believes a piece of evidence cannot be
collected and is based on external realities. There has been a change in problematic phenomena
or reality which was not understandable before but can be understood now. The first thing to
do in a research is to identify a problem i.e. to find the gap in a research. Research can be
divided into two parts:

Applied Research: It is the process of finding typical solution for typical problem. It is more of
a decisional research and done in response to specific problems also known as decisional
research.
Fundamental Research: It is undertaken to improve the understanding of certain problem that
occur in organisational setting and is undertaken for a sole purpose of adding knowledge in
particular areas of interest.

Also, a natural science scientific research relies on empirical evidence, utilizes relevant
concepts, is committed to objectivity, adheres to ethical neutrality, describes the methodology
used and aims at formulation theories. Natural science believes realities are external to minds
while social Science believes realities are constructed. As said by E.R. Alexander (1986)
Theory is “a way of understanding the world, a framework to organize facts and experience
and interpret them in a scientific way.”

Lecture 2(Writing Research Proposal & Research Report):

The lecture started with the exact meaning of a Research proposal, what is it? A research
proposal establishes and justify the need of research, describes the topic’s nature, extent and
limits, describes the theory/theoretical state of the art, proposes a method of approach and
procedure and schedule, resources and feasibility. In order to start a report, we should keep in
mind these following:

• Introduction
• State of the theory: summary of knowledge, problems, gaps and disagreements in
• substance or methods (Need, importance, rationale)
• Concludes above into a problem statement
• Objectives/RQs/Hypotheses
• (Assumptions, definitions, limitations)

Also, the contents of the research proposal are:

Introduction, Location, Background. Problem Statement (basic review of the situation giving
rise to the study), validity (review of literature and ongoing research to establish the need for
research), Expected outputs, schedule, resources, Need and Importance of research, research
Purpose (Objectives, Research Question or Hypotheses), Conceptual Framework and
Methodology (The research design, methods and tools), and References. To find a Research
topic we can simply think it up or it can come up by storming of issues. And while deciding a
topic we should make sure that if it is feasible, can we complete it in the given time frame, is
it practicable and if there are necessary resources and circumstances to complete the research.

Lecture 3 (Philosophy of Research):

This chapter deals with the philosophy of research i.e. the structure, paradigms, logic systems
and the quality in a research. There is a famous “hourglass” notion of research which states
that a research begins with broad questions that narrow down, focus in operationalization,
observe data, analyse data, reach conclusions, and generalizer back to questions. Causal
relation study is also very important where there is the Problem, the Research Question or
Hypothesis or Objectives, the Program (Cause), the units, the Outcomes (Effects)and the
Design (experiment).
Paradigm is also very essential part of a research. A paradigm is a broad framework of
perception, understanding, belief within which theories and practices operate. A research
paradigm is “the set of common beliefs and agreements shared between scientists about how
problems should be understood and addressed” (Kuhn,1962).
The main components of Research paradigm are: Ontology, Epistemology and methodology.
Ontology:
It is the starting point of all research. It has the realism claims that means that there is an
external reality independent of what people may think or understand it to be, Idealism maintains
that means that reality can only be understood via the human mind and socially constructed
meanings, and Materialism claims that means that there is a real world but it is only the material
or physical world that is considered to be real where beliefs, values or experiences arise from
the material world and hence they do not shape it.

Epistemology:
It comes after the Ontology, which is the methods of obtaining the true knowledge of the above
"things". Epistemology, one of the core branches of philosophy, is concerned with the theory
of knowledge, especially in regard to its methods, validation and ‘the possible ways of gaining
knowledge of social reality, whatever it is understood to be. In short, claims about how what is
assumed to exist can beknown’ (Blaikie, 2000, p. 8).
In order to know which research paradigm my research belong we can see the following:
• Positivists believe that there is a single reality, which can be measured and known, and
therefore they are more likely to use quantitative methods to measure and this reality.

• Constructivists believe that there is no single reality or truth, and therefore reality needs to
be interpreted, and therefore they are more likely to use qualitative methods to get those
multiple realities.

• Pragmatists believe that reality is constantly renegotiated, debated, interpreted, and

therefore the best method to use is the one that solves the problem.

Validity if research findings provides a reasonable construct of relations. It shows

reasonableness at different levels ie. Internal validity, conclusion validity, construct validity
and external validity.

Lecture 4(Research Paradigms)

A paradigm is a broad framework of perception, understanding, belief within which theories

and practices operate. A synoptic view pf Paradigm includes: a mental model, a way of seeing,
a frame for reference, a framework of thoughts and beliefs, an example to define the
phenomena, and a filter for one’s perception. Paradigm Shift is a change from one way of
thinking to another. It's a revolution, a transformation, a sort of metamorphosis. It is driven by
agents of change. There are two models based on it; Instructor-centric model and Learner-
centric model. A broad idea about Research paradigm and social research were provided during
the lectures.
In ontology; the positivism deals with native realism that is real but apprehend able, Post
positivism is the critical realism- reality but only imperfectly and probabilistically
apprehendable, critical theory that is the historical realism which has been crystallised over
time and constructivism that is the relativism which is the local and specific constructed
realities.
In Epistemology, the positivism has true findings /objectivism based, Post positivism is the
modified dualist where the findings can be probably true, Critical theory that is the subjectivism
or value-mediated findings and the constructivism are the subjectivist or the created findings.
In Methodology, The Positivism is the experimental verification of hypothesis which has
chiefly quantitative methods, the post positivism has the critical multiplism that may include
qualitative data, critical theory includes dialogic or dialectical and constructivism includes
Hermeneutical or dialectical.
While talking about the paradigms in social research, Post positivism believes that reality can
be measured or quantified and is based on critical realism- there is always a possibility of
subjectivity and uncertainty of the results-no matter how careful/objective a researcher
remains. In Interpretivism, Realities cannot be measured/quantified but can be interpreted only.
No reality can be termed as false & incorrect, they just depend upon the value/meaning given
by specific group or individual to that particular reality.

Lecture 5 (Logics in research)

Logical Argumentation deals with the quality, origin, conceptual delimitation, scope, contents
and the terms. It is necessary to deduction-induction and syllogism. Logical systems have broad
explanatory power – based on axiomatic certainties, a priori, linkage of factors or facts. A
deductive logic is a form of reasoning in which from two propositions a third is deduced. It
starts with a premise and the reasoning can lead to an absolutely true conclusion if and only if
the premises that lead to that conclusion are also true and moves from generalized principles
that are known to be true to a true and specific conclusion. In deductive inference, conclusions
provide that premises are true.
A deductive thinking includes a theory, hypothesis, observation and a confirmation. The
deductive approach begins explicitly with a theory that is used to postulate a tentative
hypothesis, then proceeds to use observations to rigorously test the hypotheses and deductive
propositions form a hierarchy from theoretical to observational; from abstract to concrete.
Inductive reasoning begins with observations that are specific and limited in scope, and proceed
to a generalized conclusion that is likely, but not certain, in light of accumulated evidence. It
allows for the possibility that the conclusion is false, even if all of the premises are true and the
conclusions reached by the inductive method are not logical necessities; no amount of inductive
evidence guarantees the conclusion because there is no way to know that all the possible
evidence has been gathered, and that there exists no further bit of unobserved evidence that
might invalidate the hypothesis.
An Inductive thinking includes an observation, pattern, tentative hypothesis and a theory. Its
strategy assumes that all science starts with observations which provide a secure basis from
which knowledge can be derived and claims that reality impinges directly on the senses.
The Retroductive research strategy involves the building of hypothetical models as a way of
uncovering the real structures and mechanisms which are assumed to produce empirical
phenomena. The model, if it were to exist and act in the postulated way, would therefore
account for the phenomena in question. Retroduction differs from Induction which infers from
one set of facts, another set of facts, whereas Retroduction infers from facts of one kind, to
facts of another.
And, the Abductive research strategy is used by Interpretivism/phenomenology to produce
scientific accounts of social life by drawing on the concepts and meanings used by social actors
and the activities in which they engage. An access to any social world is by the accounts given
by the people who inhabit it. These accounts contain the concepts that people use to structure
their world – the meanings and interpretations, the motives and intentions which people use in
their everyday lives and which direct their behaviour.

Lecture 6 (Research Question/ Objectives and Hypothesis)

There are 3 basic motives in a research; Exploration, Description and Explanation. The types
of a Research projects are; Descriptive, relational and casual. While selecting the format of the
research we should search as per the objectives, research questions and hypothesis, the type of
study, descriptive studies, experimental studies (served by hypothesis but may use objectives
and questions), survey and exploratory studies and the applied/professional disciplines. We
should try to identify the general problem area of our interest, this would be typically too broad
to address in a single research study so we need to narrow it down to a more specific aspect
e.g. of problem: Many people in Kathmandu suffer from cardio-vascular health problems. How
can we improve their health? develop the research question- often stated in the context of some
theory advanced to address the problem.

Hypothesis is written as a proposition and describes in operational terms what you think will
happen in a study. It is different from a general theory and should be specific. “A hypothesis
could say that if the theory behind it is correct, such and such will happen in a particular
situation”, and is usually used to see whether a theory is correct or not and must be testable and
it must also be possible to falsify (reject) it.
Developing a research questions is very important. It is often stated in the context of some
theory advanced to address the problem e.g. the theory might be that air pollution is the main
reason for cardiovascular health problems and that internal combustion engine vehicles
(ICEVs) are the main cause of KTM’s air pollution. Research objectives are written in
measurable terms that can be easily used to determine the achievement of the research
objectives.

Lecture 7 (Literature review: Library and Internet search)

This lecture provided us a proper idea about how to do a proper literature review and also how
to do proper citation and referencing in a report. Literature is a body of information existing in
a wide variety of stored formats that has a conceptual relevance for a particular topic of enquiry.
Literature review is a survey of various sources for information on the specific topic of enquiry,
• It is essential at the start of any research process, and
• Is continuously carried out throughout the research process
Literature Review is a way to discover what other research in the area of your interest
area/problem has uncovered and a critical review helps researcher to develop a thorough
understanding and insight into previous research works that relates to the present study. The
function of a literature review is to establishes a point of departure for future research, to avoid
needless duplication of costly research effort and reveals areas of needed research. It is the
earliest step and identifies the related research by showing gaps in theory, praxis in research
results or methods. Also, provides a conceptual and theoretical context of the research. There
are two kinds of literature to be done; Topic literature (Definitions, questions and scope) and
Methodological Literature (Assumptions, arguments and debates).

The general tactics of literature review are:

• Organizing literature in terms of facts and ideas
Idea as an inference or hypothesis or an interpretation and Fact as a ‘clear and distinct relation
held to be so tacit agreement.’
• Organizing Literature as Primary and Secondary sources
Primary sources are the topic that another sources comment upon and Key or Basic sources
• Methodology Literature could be classed as theory and application

Composing a Bibliography to a relevant topic:

First of all, we should look in the encyclopaedias under possible topic headings to obtain
background information and facts, then go to the card and computer catalogue and check it for
the available materials, check journal indexes for pertinent articles and the catalogue of the
research centres (CEDA, CENAS, IOE, TU. Also, try to Locate books and other material such
as card catalogue or computerized catalogue.
The internet collections such as internet Search Engines, specialized Search Engines, full text
services, library Databases and specific web sites are extensive. Then, we have to carry out the
actual review that is classify, sort out, read, draw major points. Use own experience and ideas
to tie them up into a readable practical logical sequence.

Lecture 8 (Co-relational research)

The co-relational research focuses on naturally occurring patterns i.e. real-world variables like
characteristics of physical features of people, activities or of meanings. E.g. For a housing and
Neighbourhood design
• A survey asking people to respond in a five-point scale
• Community attachment, pedestrianism, social interaction and community identity
• Specific physical features like community space, open space, cultural space, sports
field
• Living in Single family houses or Apartments

There are measurement of specific variables and use of statistics to clarify the pattern of the
relationships. This is the feature that distinguishes this method from qualitative research, which
looks more at holistic qualities and includes the measurable attributes and attitudes/opinions or
variables that be co-related to specify particulars/relations. The measurement can proceed only
after we define our variable or variables to be studied. Measurement is the process of
systematically assigning numbers for the purpose of indicating differences among them in the
degree to which they possess the characteristic being measured. The result of a measurement
is a number – by definition. The levels of measurement precision are:
• Nominal/Categorical
A nominal scale, as the name implies, is simply some placing of data into categories, without
any order or structure. The numbers in nominal measurement are assigned as labels and have
no specific numerical value or meaning. No form of mathematical computation (+, - x etc.)
may be performed on Nominal measures.

• Ordinal scales/ordering but the interval of difference not equal

The simplest ordinal scale is a ranking. A scale is ordinal when objects can be assigned order
on some characteristic but they cannot be assigned values that represent degree of difference
on that characteristic. An ordinal scale only lets you interpret gross order and not the relative
positional distances.

• Interval scale
An interval scale has equidistant points between each of the scale elements. The standard
survey rating scale is an interval scale. This scale assumes that the data have equal intervals.
This is like ordinal scale but with constant intervals. Several kinds of statistical analysis may
be performed on measures off this scale. Common statistics used in such measurements are
Mean, standard deviation, t-test and f-test (tests of significance)

• Ratio scale, zero point

A ratio scale is the top level of measurement. It is an interval scale with zero at the bottom end.
Any attribute that measures 20 in this scale is understood as twice the quantity of 10 (interval
measure of one). The numbers associated with the ratio scale are true numbers with a true zero.
The simplest example of a ratio scale is the measurement of length. The common interval scale
which is not also a ratio scale is temperature scale. The Centigrade scale has a zero point but it
is an arbitrary one (as you can have minus temperature readings). The Fahrenheit scale has its
equivalent point at -32o. So, even though temperature looks as if it would be a ratio scale it is
an interval scale. Clearly, we cannot talk about no temperature - and this would be needed if it
were a ratio scale.

There are two types of Attitude scale:

Likert Scale
A rating scale measuring the strength of agreement with a clear statement. Often administered
in the form of a questionnaire used to gauge attitudes or reactions. For example:
Question: "I found the software easy to use..."
• Strongly Disagree
• Disagree
• Undecided
• Agree
• Strongly Agree

Thrustone Scale (equal-appearing)

A way of measuring people's attitudes along a single dimension by asking them to indicate that
they agree or disagree with each of a large set of statements (e.g. 100) that are about that
attitude. Each item is assigned a scale value. Example:
• I believe in religion, and I go to the temple (Scale value 2)
• I believe in religion, but I seldom go to the temple (Scale value 5.3)
There are two variables quantitative and qualitative. Also, dependent variable which depends
upon other variables while an independent variable is not influenced by any other variable
under study. There are various data collection techniques such as sampling: since ‘data field’
options may be extensive, wide and varied, it is not only not possible to study the entire
‘population’, all of it may also not be particularly appropriate for the particular research
objective. A sample is a subset of larger population. There are two major category of sampling:
probability sampling which is based on random selection of samples, Non-probability sampling
used in opinion surveys, it is purposive and sample selection is done on the discretion of the
researcher.

Lecture 9 (Co-relation strategy)

The various data collection techniques are surveys, observation, mapping and ordering as per
the preference ranking. And the output data is measure by : Descriptive statistics which
includes univariate Analysis – single variable for distribution (categories, number & % or
frequency distribution graphs), central tendency – mean, median and mode (simple &
weighted, spatial ones), dispersion (range or variance and standard deviation.
• Statistic: a measure obtained from a sample, such as the sample mean or standard deviation
(contrast with parameter which is a measure of the population)
• Frequency graph: a picture depicting the number of times an event occurred.
• Bar graph or Histogram: a frequency graph with number of blocks or length of bar
representing the frequency of occurrence.
• Mean/Arithmetic mean: a number having an intermediate value between several other
numbers in a group from which it was derived and of which it expressed the average value.
• Median: the mid-point in a set of ranked numbers
• Mode: the number which occurs most often in a group of numbers.

Survey is a data collection process where data or statistics on a subset of the population of
interest is collected by asking people questions. It brings all three methodological areas
together, includes question designs and interviewing. A questionnaire-based survey can be
done which can include mail, group administered or household drop-off survey and
interviewing. There are various other components such as issues of a validity, determining the
sample, choosing the methods of a survey, creating the questionnaire, pretesting the
questionnaire if possible, conducting the data collection and finally at last, analysing the data.
There can a issues related to questions such as What type of questions can be asked/ How
complex will the questions be, can the question sequence be controlled and so on. There are
various types of questions used:
Unstructured
• Open-ended questions (response format is generally written text –written by
respondent or interviewer)
Structured
• Require respondents to give concrete answers (usually from a list of choices)
• Major response formats are
• Dichotomous: two mutually exclusive choices e.g. Y/N, M/F
• Nominal/categorical: labels
• Ordinal: Ordering Choices with distances between choices irrelevant
• Interval: Ordering choices with relevant distance between choices
• Ratio: Actual number as responses
Filter of contingency questions
Dichotomous
Nominal
Interval
Ordinal
And while talking about the interviews, the role of the interviewer is to enlist co-operation of
the respondents, motivate them and not prompting them for the answers. Trainings should be
given to the interviewers to describe entire study, explain target readers of research findings,
teach about survey research, sample logic, interviewer bias, rehearse interview. ID, cover letter,
survey questionnaires should provide proper identification of the research.

Lecture 10 (Experiment):

The research questions should be properly clarified and proper exploration should be done that
leads to the research proposal. The research proposal leads to the research design which
provides the detailed ontological, epistemological and methodological positions and the
methods and tools of analysis, interpretation and conclusion. Then the research is conducted
and the research reporting is done that leads to the management decision. Experimentations is
the process of manipulating the independent or the explanatory variable and observing whether
hypo synthesized variable is affected by the intervention where there should be at least one
independent variable and one dependent variable. Experiments are the methods of discovering
casual connections, testing hypothesis or propositions and is a way od demonstrating proof of
a phenomena. Experiments may be repeated to make a series of observation to establish a causal
relation. The law od causation is a special form of the law of uniformity of nature. The cause
is an invariable antecedent and effect an invariable consequent of cause.

The advantages of an experiment:

It helps to design your research, write your theory and for experiment, observation and analysis,
show equations/model to explain the expected change, design the experimental equipment and
setup, assess possible errors and make corrections, define control conditions, materials
required/sample for tests etc and make/take pre-test/post-test observations/measures.
The disadvantages of an experiment are:
It does not test effect the non-manipulated variable, there is artificiality and the study of the
past is not feasible. There are ethical issues in the manipulation and control.

Establishing internal validity means confirming the cause- effect relationship and the proper
design of the ‘experiment’ research can overcome many of the threats to internal validity. It is
one of the criteria to establish the causal relationship. There are co-variation of cause and affect
i.e. If program, then outcome, If no program, then no outcome, If more of a program, then more
of the outcome of If less of a program, then less of the outcome. There are various threats to
internal validity: History threat: when specific historical event other than program affects
outcome ,maturation threat: performance affected by normal maturation or growth of group
during the period, testing threat: occurs when taking the pre-test affects how participants do on
the post-test, instrument threat: occurs when the test instrument or observers used on the post-
test and the pre-test different, mortality threat: significant participant drop out, regression
threat: non-random studies have this particularly if extreme group predominate and they can
only improve/not fall further down.

Lecture 11 (Case Study)

A Case study is an empirical inquiry that investigates a contemporary phenomenon within its
real-life context, especially when the boundaries between phenomenon and context are not
clearly evident. Contrastingly, an experiment deliberately divorces a phenomenon from the
context: Limiting variables and controlled context in Laboratory. Historical studies also deal
with entangled phenomena and context and surveys - limited ability to investigate context. The
research design Guides the investigator in the process of collecting, analysing and interpreting
observations. It is a logical model of proof that allows the researcher to draw inferences and
also defines the domain of generalizability. It addresses at least four problems
– What questions to study
– What data is relevant
– What data to collect
– How to analyse the data and results
While designing a case study we should so the following. Proper study questions such as how
and why questions, well stated, ambiguous and clear questions. The presence of propositions
if there is a purpose as it defines or helps to define the scope of the study. Propositions are
important components of a tentative answer to the question and give directions to study and
can tell what evidence to look for where. Linking the data to propositions should be done and
we should establish the criteria for interpreting the findings.

Case designs: The rationale of the single case designs is critical case in testing a well-
formulated theory, a unique case and revelatory case. The Holistic versus embedded case
studies has more than one unit of analysis. There are various contents of a case study protocol
such as: protocol document, procedures for collection of data from existing people and
institutions in a real-life context and not in controlled confines of a laboratory, library,
structured questionnaires. And, the three principles of data collection are:
• Maintain a Chain of Evidence
– Citations, time, circumstance and place of interview, following protocol
• Create a Case Study Database
– Case study notes, documents, tabular materials, narratives (open ended answers)
• Using Multiple Sources of Evidence
– Multiple points within a type of source also
– Triangulation
• Data sources, investigators, perspectives, methods

Lecture 12 - Qualitative Research (Methodology, strategy, method and techniques)

Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach

to its subject matter. Qualitative research has emphasis on natural settings
• Objects of enquiry in their natural settings and a focus on interpretation and meaning
• The important role of the researcher and his/her subjective constructions, researcher as the
main measurement device.
– A focus on how the respondents make sense of their own circumstances
• Looking at the object through other eyes & minds
– The use of multiple Tactics
• Bricolage.

There are three Qualitative “approaches” or strategies

– Grounded Theory or Substantive Theory
Data collection, analysis (called coding) and theory development (called memoing) together.
Memoing is a process for recording the thoughts and ideas of the researcher as they evolve
throughout the study. You might think of memoing as extensive marginal notes and comments.
Again, early in the process these memos tend to be very open while later on they tend to
increasingly focus in on the core concept. As data begins to be gathered, core theoretical
concept(s) are identified. Tentative linkages are developed between the theoretical core
concepts and the data. The early phase of research tends to be open and can
take long.

– Ethnography
It is a description of Social groups or situations. Behaviour and Shared beliefs of the group
which explains a cultural belief and behaviour pattern from within. A reliance on unstructured
data and a focus on a case and it seeks human meanings as central interpretations. This can be
used to study any well-defined environment such as A Classroom, a football team, a Company,
a Club etc. and study it from within and possibly with empathy/sympathy towards the studied
group, its members and its faiths and beliefs, rules of organization and being together etc. The
full cooperation of the group being studied is essential. Phenomenology as a theory is dominant
in Ethnographic research

– Phenomenology
It is a philosophical perspective as well as an approach to qualitative methodology which is
used in social research disciplines including psychology, sociology, development, urban
planning and social work. It Emphasizes a focus on people's subjective experiences and
interpretations of the world. The phenomenologist wants to understand how the world appears
to others.

• Interpretivism
• Hermeneutics

Apart from that, we too were involved in another mini research, “Study of the perception of
the Master’s students of the Pulchowk Engineering college on Bioenergy.” The entire class
was divided into three groups: Proposal group, Literature Review group and Methodological
group to carry out the research. A generous effort was witnessed from all the students, and we
together completed the research within a short time interval. We became more explicit about
how a referencing can be done in research and how to discover the methods used in research.
It was the first initiative undertaken in the context of master’s students whose aim was to fill
the research gap in exploring the perception of bioenergy and its acceptance. It was based on
the post-positive paradigm. The specific research questions were, “What is the policy provision
that exists regarding attitude and knowledge perception of bioenergy in the existing energy
policy? And what become the variables that influence students’ perception of bioenergy?
Literature review was carried out to know the background of perception and factors affecting
it, bioenergy scenario in the world and in Nepal, energy status of Nepal, policies related to bio-
energy in Nepal, the variables affecting the bioenergy and also methodological review of four
similar research work to acquire more idea of the techniques and methods that can be used for
a perception study. A sample framework was chosen, and 10 master’s programs were selected
due to the short time frame and the sample size was calculated by using an online sample size
calculator. The questionnaire survey was carried out in “kobo toolbox” and SPSS 25 was used
for further analysis of the data collected. After the analysis. Chi-square tests, frequency
analysis, and cross tab analysis were done. Therefore, we obtained a general idea about how to
carry out research and also to use some software like Kobo toolbox and SPSS 25.

Conclusively, at last, this course has delivered us with the necessary knowledge to undertake
better research and conceivably become a successful researcher. The final mini research,
allowed me to step into the shoes of an active researcher and had broadened up my thinking
spectra and I have started reading journals and published articles. There are many rigorous
works involved in the research process, many readings, writing, synthesizing, and editing but
at the same time, it has provided a meaningful learning experience to the students. I can say
that; this course has constructed a sturdy base for my thesis, as we must conduct the research
well to curtail wastage of time and money. Moreover, we are expected to publish it later in a
peer-reviewed journal so that the research can be presented to the world without any ambiguity.
Dr. Uprety has handled all the aspects of research methodology in such a way that all the
students now have the necessary knowledge to undertake any of the research that fascinates
them and grow into a successful researcher.

Thank you!