DE VERA, JHENALYN A.

BSCRIM3 – BLOCK 12
P353 – CRIMINOLOGICAL RESEARCH 1
ACTIVITY 1

a. WHAT IS RESEARCH?

the systematic investigation into and study of materials and sources to establish facts and reach
new conclusions. Research is the organized and systematic method of finding answers to questions. It is
systematic because it is a process broken up into clear steps that lead to conclusions. Research is
organized because there is a planned structure or method used to reach the conclusion. Research is
only successful if we find answers, whether we like these answers or not. Development research is
focused on relevant, useful and important questions. If there are no questions, there can be no
research.

b. WHAT IS CRIMINOLOGICAL RESEARCH?

Criminological research lies at the heart of criminological theory, influences social policy
development, as well as informs criminal justice practice. The ability to collect, analyze and present
empirical data is a core skill every student of criminology must learn.

c. WHY STUDY CRIMINOLOGICAL REASEACH?

Criminological research is known to be the foundation of criminological theory. In order for

criminologist to effectively study crime, they must have the ability to collect criminal data and carefully
analyze it in order to study it from a social perspective. The data that that is gathered by criminologist is
used as an attempt to help them get a better understanding on what motivates a criminal to act in a
criminal manner. By studying crime and criminal data, criminologist have the ability to get to the root of
the crime and come up with effective ways to eliminate it.

d. VALUES OF RESEARCH?

 Research can confirm what you were already sure of. Often people have firm beliefs about
particular issues, but when they have to argue their case they lack reliable information to back
up their beliefs. Research helps to clarify and strengthen beliefs especially in the face of
opposition and doubt from others. Whilst research can confirm your views, it is important that
the researcher remains open-minded and impartial even when the results fail to confirm your
views.
 Research can give your views and arguments substance.
 Research produces hard facts that could support your arguments and beliefs.
 Research gives you new information.
 Research often throws up other facts which you may not have been aware of that helps to
strengthen, or even change, your arguments and beliefs. These facts make it easier to plan
program and ensure that interventions are effective.
 Research can show you what is most likely to address your issue successfully.
 Research may provide key information that will enable you to develop clear strategies.
 Research can provide you with anecdotes and examples to use.
 In addition to providing statistics, research provides you with real life experiences that are more
convincing than statistics organized into graphs and tables. For example, parts of a research
report on poverty in a rural community can deal with actual case studies that will have a great
impact on readers.
 Research allows you to make cost-benefit arguments.
 Often people are convinced that a programmed or project justifies high amounts of money
being spent. Research can confirm if this is correct or suggest other ways for the money to be
spent.

e. RESEARCH CHARACTERISTICS
1.Accuracy - It must give correct or accurate data, which the footnotes, notes, and bibliographical
entries should honestly and appropriately documented or acknowledged.
2.Objectiveness - It must deal with facts, not with mere opinions arising from assumptions,
generalizations, predictions, or conclusions.
3.Timeliness - It must work on a topic that is fresh, new, and interesting to the present society.
4.Relevance - Its topic must be instrumental in improving society or in solving problems affecting the
lives of people in a community.
5.Clarity - It must succeed in expressing its central point or discoveries by using simple, direct, concise,
and correct language.
6.Systematic - It must take place in an organized or orderly manner.

f. QUALITIES AND CHARACTERISTICS OF RESEARCHER

• He should be sensitive in his nature.
• He should be problem-minded.
• He should have mastery on the area and should have specialization in the field studied.
• He should have a scientific outlook about the area.
• He should have deep insight into the educational process.
• He should be able to think reflectively on the field studied.
• He should have tolerance and patience.
• He should be interested in the field studied.
• He should be honest and devotee to his work.
• He should have the curiosity to find out something new or to answer some questions which are
still to be answered.

g. TYPES OF RESEARCH
There are different types of research activities than can assist you in undertaking research. In this
section we touch on some basic methods:
1. Desktop research refers to seeking facts, general information on a topic, historical background,
study results, etc., that have been published or exist in public documents. This information can
be obtained from libraries, newspaper archives, government, university, websites, NGOs and
CBOs etc. For example, most research undertaken by government departments is easily
accessible on the internet or at government offices.

2. Interviews and conversations are used when you want to find out the community's past
experience with an issue. The best way to find it is usually by talking to individuals. For example,
it may be best to talk to local community leaders to collect information on the history of an
area. You may use informal conversations, structured interviews, or a combination to get as
much information as possible. Sometimes, it is useful to ask questions of a group of people (for
example, in a workshop situation), as this can stimulate different views and discussion.

3. Surveys are used if you want to know what most people in the community think or feel about an
issue.  For example, how many people would take advantage of a service if it were available? A
survey is a way to reach a lot of people in a short space of time. A survey usually consists of a list
of simple questions on a topic, and may include some chance for respondents to express a
broader opinion or comment on the issue. You can conduct surveys by post, phone, in person,
by e-mail, on a web site, or by making them available in public places (See the CDW Skills
Manual, p. 42, for more on doing your own surveys.) 

The information that is collected through these methods is either quantitative or qualitative in
nature. Quantitative research depends on numbers and statistical procedures. For example, a
household income survey is a quantitative survey that looks at the average household income in an
area.

Information can also be qualitative - based on observations of behavior, participants' reports of how
they or their lives have changed, etc.  For example, the Department of Transport may want to find out
the impact of its Arrive Alive Campaign using a qualitative study in areas that are usually high accident
zones. Here the researchers will observe how road users conduct themselves in these areas and in
addition speak to a sample of them to find out what impact the television and radio advertisements
have had on their behavior on the roads.

Some studies seek to understand cause and effect - what causes something else to happen or the
connection between two factors. For example, the Department of Water Affairs may want to find the
cause of certain rivers being highly polluted and the effect this has on the lives of people living along
these rivers.

Some studies are conducted to find answers to very specific questions.  For example, the Department of
Agriculture may want to find out whether maize or pumpkins are the best crops to grow in a particular
area as part of a poverty alleviation project.

4. Community investigation involves going to an area to establish facts about a specific problem or

state of affairs. For example, councilors sitting on a Transport and Roads Standing Committee of
a local municipality may visit an area to establish the extent of the problem in relation to the
occurrence of potholes and sinkholes. This would require the councilors to talk to residents,
examine the road conditions and make notes. This would enable the Standing Committee to
make a decision based on facts they established first hand.
5. Case studies that describe the experience of individuals or groups affected by an issue can be
very effective for research that aims to change a situation or influence decision-makers.
Politicians and the public are often more easily swayed by stories they can identify with than by
statistics. Finding people who can provide convincing first hand information is an important part
of research. Key people and activists in the target community are good sources for finding
people who can provide first-hand information. For example, the Department of Social Services
and Population Development may want to find out the impact of drought on a rural village.
Local people who have lived in the area for a long time will be able to provide compelling stories
and anecdotal information on the impact of drought in the area and how the community has
coped with this over the years.

h. CLASSIFICATION OF RESEARCH

1. Fundamental or Basic research:

Basic research is an investigation of basic principles and reasons for the occurrence of a particular event
or process or phenomenon. It is also called theoretical research. The study or investigation of some
natural phenomenon or relating to pure science is termed basic research. Basic research sometimes may
not lead to immediate use or application. It is not concerned with solving any practical problems of
immediate interest. But it is original or basic in character. It provides a systematic and deep insight into
a problem and facilitates the extraction of scientific and logical explanations and conclusion on it. It
helps build new frontiers of knowledge. The outcomes of basic research form the basis for much-applied
research.
Basic research
 Seeks generalization
 Aims at basic processes
 Attempts to explain why things happen
 Tries to get all the facts
 Reports in the technical language of the topic

2. Applied research:
In applied research, one solves certain problems by employing well-known and accepted theories and
principles. Most of the experimental research, case studies, and interdisciplinary research are essentially
applied research. Applied research is helpful for basic research. Research, the outcome of which has
immediate application is also termed applied research. Such research is of practical use to current
activity.
Applied research

 Studies individual or specific cases without the objective to generalize

 Aims at any variable which makes the desired difference
  Tries to say how things can be changed
 Tries to correct the facts which are problematic
 Reports in common language

i. STEPS IN SCIENTIFIC METHODS IN RESEARCH

1. The location and definition of a problem.

2. The survey of past experiences with problem of previous investigations that are already available.
3. The formulation of hypotheses representing a tentative solution of the problem. All the activities are
organized for the verification of the hypotheses (collection of data statistical techniques etc.).
4. The collection of new data or evidence.
5. The analysis of the data classification and summarization by quantitative treatment.
6. The formulation of generalizations.

j. SCIENTIFIC METHODS OF RESEARCH

The Scientific Method consists of observing the world around you and creating a hypothesis about
relationships in the world. A hypothesis is an informed and educated prediction or explanation about
something. Part of the research process involves testing the hypothesis, and then examining the results
of these tests as they relate to both the hypothesis and the world around you. When a researcher forms
a hypothesis, this acts like a map through the research study. It tells the researcher which factors are
important to study and how they might be related to each other or caused by a manipulation that the
researcher introduces (e.g. a program, treatment or change in the environment). With this map, the
researcher can interpret the information he/she collects and can make sound conclusions about the
results.

 Observation
 Questions
 Search literature
 Hypothesis
 Experiment
 Collect data
 Conclusions
 Share results
 Develop interventions
 Ask a new question
DE VERA, JHENALYN A.
BSCRIM3 – BLOCK 12
P353 – CRIMINOLOGICAL RESEARCH 1
ACTIVITY 2

e. GUIDELINES IN THESIS WRITING

1. Most research begins with a question. Think about which topics and theories you are
interested in and what you would like to know more about. Think about the topics and theories you
have studied in your program. Is there some question you feel the body of knowledge in your field does
not answer adequately?
2. Once you have a question in mind, begin looking for information relevant to the topic and its
theoretical framework. Read everything you can--academic research, trade literature, and information in
the popular press and on the Internet.
3. As you become well-informed about your topic and prior research on the topic, your
knowledge should suggest a purpose for your thesis/dissertation. When you can articulate this purpose
clearly, you are ready to write your prospectus/proposal. This document specifies the purpose of the
study, significance of the study, a tentative review of the literature on the topic and its theoretical
framework (a working bibliography should be attached), your research questions and/or hypotheses,
and how you will collect and analyze your data (your proposed instrumentation should be attached).
4. At this point, master's students need to recruit committee members (if they haven't done so
already) and hold a preliminary meeting. The purpose of this meeting is to refine your plans if needed
and to make explicit expectations for completion of the thesis. Doctoral students discuss their
dissertation proposal as part of their qualifying exam. At the completion of this meeting, the student
should submit a memo to committee members summarizing what was agreed upon during the meeting.
5. Once your instrumentation is developed, you need to clear it and your informed consent
protocol with the Institutional Review Board before you begin collecting data. Leave adequate time to
do so. The process can take several days or weeks.
6. Obviously, the next steps are collecting and analyzing data, writing up the findings, and
composing the final chapter. You also should make sure Chapters 1 and 2 are now fully developed. Your
chair and committee members provide guidance as needed at this point but expect you to work as
independently as possible.
7. You should be prepared to hire assistance with coding and data entry and analysis if needed.
8. Get a copy of the graduate school's guidelines for writing theses and dissertations and follow
these guidelines exactly.

e.1 THESIS WRITING INTRODUCTION

The introduction is the first section of your thesis or dissertation, appearing right after the table
of contents. Your introduction draws your reader in, setting the stage for your research with a clear
focus, purpose, and direction on a relevant topic.
Your introduction should include:
 Your topic, in context: what does your reader need to know to understand your thesis
dissertation?
 Your focus and scope: what specific aspect of the topic will you address?
 The relevance of your research: how does your work fit into existing studies on your topic?
 Your questions and objectives: what does your research aim to find out, and how?
 An overview of your structure: what does each section contribute to the overall aim?

e. 2 SIGNIFICANCE OF THESIS
In writing the introduction of a thesis, a section is devoted to the significance of the study. This
section, often referred to as the "rationale" is crucial, because it is one place in which the researcher
tries to convince an audience that the research is worth doing. It should establish why the audience
should want to read on. It could also persuade someone of why he or she would want to support, or
fund, a research project.

e. 3 WHOM THESIS/DISSERTATION IS WRITTEN FOR?

 A dissertation is a formal document. Writing in the first person singular is preferred, but
remember that you are writing a scientific document not a child's diary. Don't use informal
abbreviations like "don't".

e.4 FORMAT AND CONTENT OF THE RESEARCH SECTION

1. Title - The title gives information and description of the subject matter of the research. Being
the short catchy part of your paper that has the power to instantly attract a reader, it must contain
keywords to predict the content and tone of the research paper. An attention-getting kind of a title is
short, informative, made up of only 15 to 20 words. Owing to this essential role of a research title, you
must think of one that is meaningful, specific, and reflective of the standards of writing research titles
like: the title is not a sentence; not all capitalized; and not negative in tone. In addition, jargons and
acronyms are a big no-no to research title writing.
2. Abstract - The abstract concisely discusses the essential aspects of your paper such as the
background of the problem, objectives, significance, research design, data collection technique, data
analysis method, discussions of the findings, scope, conclusions, among others. Giving 100- to 150-word
discussions of the salient parts of the research paper, your abstract suffices as the summary of your
research report. Since an abstract explains in a nutshell all essential components of the research paper,
it usually comes to its written form only after the final stage of the research work.
3. Introduction - This part explains the background of the research problem, states a set of
specific research questions, and of optional hypotheses or assumptions. The purpose of this section is to
let the readers see the connection of the purposes of your research questions not only with the current
world condition, but also with theoretical principles that underlie your topic and other aspects of your
research.
4.Method - This section explains the types and sources of data as well as the method you used
in collecting and analyzing the data you have gathered. Doing this part accurately enables the readers to
determine how objective and ethical you were in conducting the research and how possible it could be
for them to replicate your research study for validation purposes.
5. Findings - Present as findings of your study those that you have analyzed and commented on.
There are several ways of doing this: by means of graphical presentation, statistical method, or written
discussion.

e.4.1 ENUMERATE AND DEFINE THE PARTS OF PRELIMINARIES

 Title Page - The title page is page i (Roman numeral) of the manuscript (page number not
shown). The title of the thesis or dissertation is typed in all capital letters. The title should be placed
in the same size and style of font as that used for major headings throughout the manuscript. If
longer than 4 1/2 inches, the title should be double spaced and arranged so that it appears balanced
on the page. The title should be a concise yet comprehensive description of the contents for
cataloging and data retrieval purposes. Initials, abbreviations, acronyms, numerals, formulas,
super/subscripts, and symbols should be used in the title with careful consideration of clarity and
maximizing search results for future readers. Consult the manuscript editors if in doubt. 
The word “by” follows the title. The full legal name of the author as it appears in CIS follows
after a double space. The name is not typed in all capital letters. These two lines of text are centered
between the title and the statement described in the following paragraph. 
The statement “A thesis submitted to the faculty of The University of Utah in partial fulfillment
of the requirements for the degree of” appears single spaced in the middle of the title page.
The appropriate degree follows the statement. The space between the statement and the
degree should be the same size that is between the author’s name and the statement. In the event the
name of the degree differs from the name of the department, e.g., Master of Science in Environmental
Humanities, the words “Master of Science” are placed below the statement, followed by “in” and then
the degree program; the lines of the degree name and program are double spaced.
Thus, a student receiving a doctorate in history need use only the words “Doctor of Philosophy.”
A student receiving a doctorate in Geophysics must put “Doctor of Philosophy in Geophysics.” 
Below the degree field, the full name of the department is listed on the title page. “The
University of Utah,” is listed a double space below the department name.
The date appears on the title page a double space below “The University of Utah.” Only the
month and year appear, with no punctuation separating them. The month indicates the last month in
the semester the degree is granted: fall semester, December; spring semester, May; summer semester,
August. 
Again, the spaces below the title, the full legal name, the statement, and the degree should be
of equal size. 
 Copyright Page - The second page is the copyright page, which is uncounted and unnumbered. A
copyright notice appears in every copy of the thesis or dissertation. The notice, as illustrated in
Figure 2.3, is centered within the side margins and the top and bottom margins of the page. 
 Statement of Thesis/Dissertation Approval - The statement of thesis/dissertation approval signifies
that the thesis or dissertation has been approved by the committee chair and a majority of the
members of the committee and by the department chair and the dean of The Graduate School. The
names of any committee members who did not approve or digitally sign the forms for the thesis or
dissertation are not dated. The dates entered should match the date when you received notification
that the committee member electronically signed the form. 
 Abstract Page - The abstract is a concise, carefully composed summary of the contents of the thesis
or dissertation. In the abstract, the author defines the problem, describes the research method or
design, and reports the results and conclusions. No diagrams, illustrations, subheadings, or citations
appear in the abstract. The abstract is limited to 350 words (approximately 1.5 double-spaced
pages). A copy of the abstract of all doctoral candidates is published in Dissertation Abstracts
International. The word ABSTRACT is placed 2 inches from the top of the page in all capital letters.
Following a heading space, the abstract text begins, with the first line indented the same size space
as for the paragraphs in the remainder of the manuscript. The text of the abstract must be double
spaced. 
 Dedication - The dedication is an optional entry; enumeration continues in sequence, but no page
number appears on the page. It follows the abstract and precedes the table of contents. Often only
one or two lines, it is centered within the top and bottom margins of the page and within the thesis
margins. It is not labeled “Dedication” and is not listed in the table of contents. 
 Contents or Table of Contents - The table of contents, essentially an outline of the manuscript, lists
the preliminary pages beginning with the abstract (page iii). It does not list a frontispiece,
dedication, or epigraph if these are used, nor is the table of contents listed in the table of contents;
these pages are, however, counted. The list of figures and list of tables, if used, are included (see the
Table of Contents in this handbook for a sample using numbered chapters; see Figures 2.6, 2.7, and
2.8 for additional options). 
All chapters or main sections and all first-level subheadings of the manuscript are listed in the
table of contents. No lower subheadings levels are to appear in the table of contents. Beginning page
numbers of each chapter or section listed are lined up with each listing by a row of evenly spaced,
aligned period leaders. The numbers, titles, and subheadings of chapters or sections used in the table of
contents must agree exactly in wording and capitalization with the way they appear on the actual page. 
 List of Figures / List of Tables - The enumeration continues in sequence; no number appears on
pages with main headings (those in all caps). A list of tables, a list of figures, a list of symbols, a list of
abbreviations, or a glossary may be used. All lists follow the table of contents. The title is placed 2
inches from the top edge of the page in all capital letters: LIST OF TABLES. Following a heading
space, the list begins. A list of tables or a list of figures is required if there are 5 to 25 entries. Lists
with fewer than 5 entries or more than 25 are not included. It is not permissible to combine a list of
tables and figures. The word “Table” or “Figure” is not repeated with each entry. 
As noted for entries in the table of contents, the listing of tables and figures must
agree exactly in wording, capitalization, and punctuation with the table title or figure caption. (An
exception to this rule occurs if the table title appears in all capital letters on the table itself; table titles in
the list of tables are not typed in all capital letters.) Capitalization styles may not be mixed. In the case of
long titles or captions, the first sentence must convey the essential description of the item. The first
sentence alone then is used in the list. Long captions may not be summarized. 
 Acknowledgements - The enumeration continues in sequence; no number appears on the first page.
Acknowledgments are optional. If a preface is used, the acknowledgments are added to the end of
the preface without a separate heading. The word ACKNOWLEDGMENTS is placed 2 inches from the
top of the page in all capital letters. Following a heading space, the acknowledgments begin. The
text of the acknowledgments must be double spaced. In the acknowledgments, students may wish
to recognize special assistance from committee members, friends, or family members who may have
helped in the research, writing, or technical aspects of the thesis or dissertation. Research funding,
grants, and/or permission to reprint copyrighted materials should be acknowledged. Individuals
employed to prepare the manuscript are not acknowledged. 
 Preface - The enumeration continues in sequence; no number appears on the first page. This is an
optional entry. The word PREFACE is placed 2 inches from the top of the page in all capital letters.
Following a heading space, the preface begins. The text of the preface must be double spaced. A
preface includes the reasons for undertaking the study, the methods and design of the researcher,
and acknowledgments. Background data and historical or other information essential to the reader’s
understanding of the subject are placed in the text as an introduction, not in the preface. Theses
and dissertations generally do not contain a foreword (i.e., a statement about the work by someone
other than the author). 

e.4.2 ENUMERATE AND DEFINE THE PARTS OF THE BODY OF RESEARCH

 Title -The very first page in your research paper should be used to identify its title, along with your
name, the date of your assignment, and your learning institution. Additional elements may be
required according to the specifications of your instructors, so it’s a good idea to check with them to
make sure you feature all the required information in the right order. You will usually be provided
with a template or checklist of some kind that you can refer to when writing your cover page.
 Introduction - This is the very beginning of your research paper, where you are expected to provide
your thesis statement; this is simply a summary of what you’re setting out to accomplish with your
research project, including the problems you’re looking to scrutinize and any solutions or
recommendations that you anticipate beforehand.
 Literature Review - This part of a research paper is supposed to provide the theoretical framework
that you elaborated during your research. You will be expected to present the sources you have
studied while preparing for the work ahead, and these sources should be credible from an academic
standpoint (including educational books, peer-reviewed journals, and other relevant publications).
You must make sure to include the name of the relevant authors you’ve studied and add a properly
formatted citation that explicitly points to their works you have analyzed, including the publication
year (see the section below on APA style citations)
 Research Methodology - Different parts of a research paper have different aims, and here you need
to point out the exact methods you have used in the course of your research work. Typical methods
can range from direct observation to laboratory experiments, or statistical evaluations. Whatever
your chosen methods are, you will need to explicitly point them out in this section.
 Data Analysis - While all the parts of a research paper are important, this section is probably the
most crucial from a practical standpoint. Out of all the parts of a research paper, here you will be
expected to analyze the data you have obtained in the course of your research. This is where you
get your chance to really shine, by introducing new data that may contribute to building up on the
collective understanding of the topics you have researched. At this point, you’re not expected to
analyze your data yet (that will be done in the subsequent parts of a research paper), but simply to
present it objectively.
 Results - From all the parts of a research paper, this is the one where you’re expected to actually
analyze the data you have gathered while researching. This analysis should align with your
previously stated methodology, and it should both point out any implications suggested by your
 data that might be relevant to different fields of study, as well as any shortcomings in your approach
that would allow you to improve you results if you were to repeat the same type of research.
 Conclusion- As you conclude your research paper, you should succinctly reiterate your thesis
statement along with your methodology and analyzed data – by drawing all these elements together
you will reach the purpose of your research, so all that is left is to point out your conclusions in a
clear manner.
 Reference Page - The very last section of your research paper is a reference page where you should
collect the academic sources along with all the publications you consulted, while fleshing out your
research project. You should make sure to list all these references according to the citation format
specified by your instructor; there are various formats now in use, such as MLA, Harvard and APA,
which although similar rely on different citation styles that must be consistently and carefully
observed.

e.4.3 ENUMERATE AND DEFINE THE PARTS OF THE APPENDICES

 APPENDIX LABEL - The title appears bold and centered at the top of the page.
 DESCRIPTIVE TITLE - Underneath the main appendix title you’ll provide a descriptive title for the
content. (similarly formatted)
 PAGE NUMBERS - should be listed in the top right header.
Note. Always start a new appendix on a separate page, not underneath another. The rest of the
appendix follows the APA style with a left-aligned and double-spaced text layout.

f. CHAPTER 1: INTRODUCTION AND ITS CONTENT

 Chapter 1 In this section, you will introduce your readers to the issue you are exploring. Be sure
to make your first sentence a compelling “hook.” State the major thesis that guides your study.
 Problem Statement In this section you will provide a concise statement of the problem in just a
few paragraphs.
 Conceptual/Theoretical Framework Here you will make a case for the proposed relationship
between the variables under study.
 Section Headings, If you divide your section using subheading, be sure to include at least two at
any given level.
 Research Questions After a brief introduction, list your questions in a numbered list. These
research questions, worded in exactly the same way, will be repeated at the beginning of Chapter
3.
 Significance of the Study Here, you will make a case for why the problem you have proposed to
study is both interesting (contestable) and important (negative consequence will be avoided or
positive consequences will ensue with the information that may be gained from your study).
 Definitions of Terms Provide your readers with constitutive definitions of any specialized terms
that you use, especially those that may have multiple definitions in the literature. You may quote
specific authors whose work you may be following. This is not the place to discuss operational
definitions (i.e., measures of your constructs). These will be provided in Chapter 3.