U 1

Causes
Forming
Hypothesis

nit

Problems
Data collection,
organization and
interpretation

Findings

Solutions

BASIC RESEARCH METHODOLOGIES

IN GEOGRAPHY
Unit Outcomes
At the end of this unit, you will be able to:
ÞÞ acquire basic research skills to enable you conduct action research;
ÞÞ understand the significance of research and its nature in geography; and
ÞÞ know different approaches used in geographic research.

Main Contents
1.1 DEFINITION AND CONCEPT
1.2 THE SIGNIFICANCE OF RESEARCH
1.3 APPROACHES OF RESEARCH (QUANTITATIVE AND QUALITATIVE)
1.4 THE NATURE OF GEOGRAPHIC RESEARCH
1.5 BASIC RESEARCH METHODOLOGY IN GEOGRAPHY
1.6 CONDUCTING ACTION RESEARCH
FF Unit Summary
FF Review Exercises
 Grade 12 Geography
2
 INTRODUCTION
Do you remember the definitions of geography you learned in previous grades?

Geography is a discipline that attempts to understand human and physical

aspects of the world. Its primary concerns are location, time and the concept that
everything that happens to us is affected by our surroundings, including other
people and the places within which we live, work and travel. (Khaskar: 1)

Geography helps us to understand how the world is changing. By studying

geography, you will conceive:
FF how places and landscapes are formed
FF how people and their environments interact
FF what decisions we make to further our social interests
FF what causes the diverse range of cultures and societies, and what results
from these.

Considering such issues motivates us to:

FF formulate questions
FF develop intellectual skills for finding answers (solutions)
FF introduce investigative tools
Because of the wide range of geography’s human and physical concerns, the
questions that arise in its study ultimately lead us to perform research. The goals
of this research include:
FF producing definite answers to the questions
FF improving existing answers to the questions
FF performing research that leads to a consensus regarding the answers
Unlike the concerns of most social sciences, the social concerns of geography
are relatively dynamic. To provide sustainable solutions for this fast-changing
subject, we must use skilled action research.

In this unit you will learn the skills and attitudes that this approach to research
requires. This information could lead you to become one of tomorrow's
experienced researchers.

Introduction 
 Unit 1: Basic Research Methodologies In Geography
3
1.1 DEFINITION AND CONCEPT
At the end of this section, you will be able to:
ÞÞ explain the concept of research.

Key Terms
³³ Research ³³ Systematic inquiry
³³ Research method ³³ Discovery
Have you ever attempted a small research project at your class or section level?

The term research came into English from

FF the old French root word “cerchier,” which means to search or seek;
and
FF the prefix ‘re-’ which means again.
Research, therefore, means to seek again with a view to becoming certain. (Desta
Hamito; 2000)
By the term definition, we mean a generally agreed-on opinion about the subject
under clarification. When we define research it is in this sense. We define research
as a scientific method of investigating answers for the problems identified. It
is also a systematic inquiry into causes or the discovery of new facts through
planned and organized effort that requires time, money and skill.
In short, research is the search for knowledge through objective and systematic
methods of finding solutions to problems.

1.2 THE SIGNIFICANCE OF RESEARCH

At the end of this section, you will be able to:
ÞÞ show appreciation to the significance of research in tackling social
problems.

Key Terms
³³ Development ³³ Rational decisions
³³ Problem solving ³³ Policy
³³ Problem identification

1.2 The Significance Of Research

 Grade 12 Geography
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Have you ever imagined or thought about the importance of research?

Development in any country depends, among other things, upon its research
capability and the extent to which this capability is channeled into action. Also,
to result in action, the research must be accessible to appropriate institutions, etc.
Sometimes capable research work never reaches its targeted destinations.

Advances in science, technology and welfare are often considered to be the result
of capable research. Governments in developed countries allocate huge sums of
money for research work. Developing countries are also adopting this approach.
This situation has made research work a good business for professionals.

Research as a science or professional trade for studying geography:

1 identifies the causes of problems, and the degree or extent of these problems.
Example: The occurrences of hunger, flood, epidemics, etc.
2 adds to the body of knowledge about the problem by providing new
information and knowledge.
3 enables us to visualize or understand the gap between the real world and
the formulated theory.
4 provides a basis for additional investigations that validate the research
findings or that advance the study of the problem by acquiring more data.
5 widens/enlarges one’s own or a group’s or society's reading and thinking
scope.
6 strengthens our capacity for critical observation and enforces our power
of prediction.
7 enables us to make rational decisions.
8 serves as an aid to formulating policy.

Activity 1.1
1 Can you distinguish the differences between these tasks?
FF writing an essay
FF writing a report
FF writing up research work
2 Ask your geography teacher and others to tell you about the significance of
research.
3 Use the internet to find information about the importance of research.

1.2 The Significance Of Research

 Unit 1: Basic Research Methodologies In Geography
5
1.3 APPROACHES OF RESEARCH
(QUALITATIVE AND QUANTITATIVE)
At the end of this section, you will be able to:
ÞÞ use different geographic research approaches in action research.

Key Terms
³³ Quantitative ³³ Dependent variable
³³ Qualitative ³³ Inference
³³ Theory ³³ Model
³³ Independent variable ³³ Approach
What do you mean by an approach to treating a problem?
There are two basic approaches to research. Their differences are mainly in
the attributes to be measured and the techniques to be used for collecting and
analyzing data. These approaches are called
A the quantitative approach B the qualitative approach
A Quantitative Approach
We use the quantitative approach when trying to verify a given geographical
theory. We translate the concepts of the theory into variables that can be measured
with statistical techniques.

The advantage of this approach is that the quantitative technique employed by

one researcher can be used by another researcher for different objectives or for
further developing the same information. Very simple examples of this approach
are given below:
FF the decrease in land-lease prices as one travels from the center of a city
to its suburbs;
FF the decrease in population density as one travels from the center of a
city to its edges;
FF the decrease in temperature towards the poles from the equator.
All of the preceding examples investigate changes that occur as a function of
distance from a defined point – for example, from the center of a city. In the
examples, distance is the determining variable. A determining variable influences
the variation of other phenomena.
1.3 Approaches Of Research (qualitative And Quantitative)
 Grade 12 Geography
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Note
In the preceding examples, distance from a center is the
determining variable. It determines the variation of these
phenomena:
ÂÂ land-lease prices
ÂÂ population density
ÂÂ temperature
In all of the examples, we assume that any variable that has not
been mentioned is unchanging (is controlled).

The quantitative approach can be subdivided:

FF Inferential quantitative approach: the target-study uses an existing
data base and infers characteristics or relationships from it.
FF Experimental quantitative approach: the research work manipulates
variables to see their effects on other variables. This approach
requires considerable control over the research environment in order
to manipulate the determining variables. As described above, distance
is the manipulated variable that affects lease price, population and
temperature.
FF Simulation (model) approach: this approach involves constructing an
artificial environment (model) to represent the actual environment we
are studying. The artificial environment functions in way that parallels
the actual environment and generates similar information. We use that
information to study the phenomena we are investigating.

Example:
S = f (Pm, S1, Cl, …etc)
This algebraic model simulates the characteristics and development of soil
as a system. In the model,
S = soil, Pm = parent materials (rock),
S1 = slope, Cl = climate.

The algebraic model explains soil as a function of its parent material, climate and
slope.

The quantitative approach and hypotheses regarding an existing theory are

established and tested. Also, mathematical analysis is frequently used.
1.3 Approaches Of Research (qualitative And Quantitative)
 Unit 1: Basic Research Methodologies In Geography
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B Qualitative Approach
What does qualitative method imply in the field of geography?

In the qualitative approach, data are used to explain a new theory. No previously
existing theory or hypothesis is tested by way of this approach. Quantitative
techniques are not employed. Therefore, the study cannot be repeated by other
researchers.

Common techniques for gathering data in the qualitative approach are:

telephone interviews
ÂÂ group interviews
in-person interviews (face-to-face)
ÂÂ questionnaires
ÂÂ personal observations

Some examples of subjects that could be studied with the qualitative approach to
research are:
FF differences between urban and rural populations of Ethiopia.
FF differences in academic achievement between boys and girls.
FF effects of harsh climate on human activity.
FF effects of poor leadership on students’ national examination results.

 Exercise 1.1
I Complete the following sentences correctly.
1 The approach we take to research is a function of the subject or attributes
of the study and of the techniques to be used for collecting and analyzing
data. The approaches we choose from are ___________ and ___________.
2 The technique of using interviews and questionnaires in data collection
comes under the ___________ approach.
3 In the quantitative approach, hypotheses are established and ___________.
4 If a given theory is not to be verified and no hypothesis about it is to be
established, the approach employed will be ___________.
5 To examine the relationship between availability of books and student
grades in college entrance exam, we would use the ___________ approach
to research.

1.3 Approaches Of Research (qualitative And Quantitative)

 Grade 12 Geography
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II Vocabulary Skills: See if you can match the items under column A with
their definitions under column B. Ignore the unrelatable ones.
A B
1 To tackle problems A A tested hypothesis.
2 Dynamic B A proposed idea or explanation that is
based on observed or known facts but
3 Theory has not yet been proved. A predictive
4 Critical observation statement that can be tested.
C Energetic and fast changing.
5 Attributes
D Simulation of the real world to explain
6 To be verified a designed feature.
7 Inference E To be proved.
F Careful observation.
8 Model
G Characters.
9 Hypothesis H To deal with problems.
10 Variables I A document or case that serves as a
source or reference.
J Substances or factors whose effects
are studied.
K Measures or investigates.

1.4 THE NATURE OF GEOGRAPHIC

RESEARCH
At the end of this section, you will be able to:
ÞÞ reflect the distinct nature of geographic research from other disciplines.

Key Terms
³³ Spatial distribution ³³ GIS ³³ Spatial data

Do you always focus on the same issue or center of interest?

Geography's focus has developed in scope and approach over time through the
development of technology and accumulation of information.

Traditionally, geographical research is related to the locations of places and

1.4 The Nature Of Geographic Research

 Unit 1: Basic Research Methodologies In Geography
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people. In the eighteenth century, geography’s focus shifted to the physical
and human characteristics of places in our world. In the mid-twentieth century,
geographical research focused mainly on:
FF the spatial distributions of phenomena and things
FF the resulting patterns and interactions
FF the forces responsible for the formation of the patterns

Very lately, geographical research has begun to deal with environmental issues
like hunger, global warming, poverty and the sustainable development of our
ecosystem.

In July of 2006, in Brisbane, Australia, the International Geographical Union

(IGU) commission was formed under the UN Charter that commands worldwide
geographical education. The commission’s position is that the academic discipline
of geography is crucial to achieving sustainable worldwide development.

Human Population
Human population is an issue of concern to geography, sociology, economics,
political science, etc. Each discipline has its own concerns and approaches to this
issue. However, the ideas of all these fields of study about population overlap.

Economists’ sphere of interest is largely aggregate demand and supply and

responses to production. Sociologists’ research work greatly emphasizes cultural
values, the effect of the population factor on the occurrence of crimes, harmony
disorders, etc.

The concerns of geography and geographers are mainly to:

FF assess the spatial distribution of the population
FF determine the forces that governed the distribution:
KK is the distribution due to physical factors? or
KK is it due to economic factors?
FF examine patterns of population distribution: (is it sparsely or densely
populated, is there uniformity or not?)
FF question whether there is a relationship between the distribution and
the factor observed:
KK are areas sparsely or densely populated?

1.4 The Nature Of Geographic Research

 Grade 12 Geography
10
KK is there uniformity or not?
FF To investigate possible relationships between population distribution and
other factors.
FF look at the impact of populations on the surrounding natural resources
FF foreward views on the sustainability of the area or locality for the future

Thus, we see the differences and similarities between the various disciplines’
approaches to the issue of population and we see geography’s specific concerns
and approaches to population.

In the 1950s and 1960s, the adoption of quantitative techniques in geographic

research revolutionized the field. Its interest in human-environment relations
became deeper and wider. At the end of the millennium, the development of the
Geographical Information system (GIS) produced a powerful investigative tool
for geographic research.

Do you know what information sciences is? Please study the next section
carefully.

Geographic Information System (GIS)

The Geographic Information System (GIS) is a computer system that records,
stores and analyzes information about features of the earth’s surface. The break
through that GIS provided is its ability to generate two-dimensional and three-
dimensional images of an area. Also, it can receive geographical data from maps,
satellites, photographs, and printed texts and books. GIS allows geographers to
conduct research on environmental changes. GIS, as an information-acquisition
and interpretation device, has enhanced geographers’ ability to perform accurate
high-level research. (Encarta, 2007)

1.5 BASIC RESEARCH METHODOLOGY IN

GEOGRAPHY
At the end of this section, you will be able to:
ÞÞ use basic elements of research in your action research.

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 Unit 1: Basic Research Methodologies In Geography
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Key Terms
³³ Research problem ³³ Questionnaire ³³ Primary data
³³ Hypothesis ³³ Research report ³³ Secondary data
³³ Interview ³³ Bibliography
³³ Sampling ³³ Data analysis
Can you distinguish a research method from a research methodology?
The following three terms are related to one another, but vary in scope.
FF research, research method, and research methodology.
A research project is an inquiry into a problem. The researcher’s motivation
might be curiosity or a specific objective. Research is the foundation of research
methods and methodology. Research results are important guides for solving
many business, social, academic and other problems.

A research method or technique is a skill that uses different steps or elements to solve
the identified problem and arrive at a possible solution. The main methods are:
FF the collection and organization of data necessary or related to the
problem.
FF the use of statistical parameters to treat and interpret the organized
data.
FF the evaluation of the accuracy of the result obtained.

The concept of research methodology is much broader than the former two
concepts. It is a science that studies how research is done scientifically. It
considers:
a why the study is undertaken (its significance at various levels)
b how the research problem is identified
c what assumptions or hypotheses are formulated
d what type of data are collected
e why a particular method or technique of analyzing the data is chosen
In short, research methodology has wider dimensions than research method
or technique. It is the philosophy or logic behind the research. Studying basic
geographic research methodology gives you the training you need to acquire the
skills below:
FF gathering materials and data and arranging them

1.5 Basic Research Methodology In Geography

 Grade 12 Geography
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FF participating in field work
FF preparing questionnaires, interviews, etc.
FF using statistical techniques
FF interpreting and reporting results of the study that you have designed
or proposed.

Activity 1.2
Form a group and study the following two options for your group work. Choose the
one that best suits your school environment and perform the activity.
1 Ask your teacher to identify some one who is experienced in performing
research. Invite that person to visit your class and conduct a discussion session
on
a what research is
b the significance of research
c the relevance of research for geography
2 Using Encarta or Internet or other possibly accessible materials, conduct a
group discussion inferring the different concepts stated between a research
technique and a research methodology.

Note

Research is a time, money and other costs consuming activity

but empowers you to understand, be logical and be a good
observer.

Basic Elements of Research

After considering basic questions of the research methodology for their projects,
geographers conduct their research by performing the following tasks:
FF identifying or formulating the research problem
FF defining the significance of the study for solving the problem

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 Unit 1: Basic Research Methodologies In Geography
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FF defining the study of the problem area
FF defining the objectives of the study
FF defining the scope and limitations of the study
FF reviewing the literature
FF developing a working hypothesis
FF preparing the research design
FF defining the sample design
FF collecting and organizing the data
FF analyzing the data by using statistical techniques
FF generalizing and interpreting the data
FF preparing the research report, based on the findings
FF compiling the bibliography/references
In what follows, we look at these elements:

A Identifying or Formulating the Research Problem

At the very beginning of a research project, the researcher must choose the
problem to study. In other words, the researcher must define the area of interest.
A good approach to defining a research problem is to discuss it with people who
have significant experience performing research in the study area and to read the
literature related to that area.

Investigating the causes of a problem is an important factor for identifying its

solutions. In some cases, a problem has multiple causes that you must identify.

B Defining the significance of the study for Solving the

problem
The significance of a research project differs from its objectives. Its significance
is its importance at a local, regional, national or global level.

To be significant, a study must benefit a society or community by:

FF providing new discoveries
FF improving existing situations
FF demanding new decisions
FF enriching or refuting already existing theories

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 Grade 12 Geography
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C Studying the Problem Area
When we study the problem area that a research project addresses, we create a
detailed bird's eye-view for ourselves and others who will access the research.
As we study the problem area, we identify problems and eliminate ambiguity.
This step is particularly important when we research the spatial distribution of
phenomena and things.

D Defining the Objectives of the Study

A study’s objectives are the goals the researcher intends to achieve through the
research project. In this step, general and specific objectives are set. The general
objectives provide short statements of the goal, while the specific objectives
provide detailed inter-connected statements.

E Defining the Scope and Delimitation of the Study

Research requires time, financing and skilled manpower or professionals. These
factors are not always available at required levels. Shortages of these resources
limits the spatial dimension that the research can cover. It also limits the quality
of the research work. The greater the accessibility or spatial extent, the wider is
the scope and the amount and quality of information to be obtained; which, in
turn, leads to greater competency.

F Reviewing the Literature

Did you have the experience of reviewing books? After reviewing, you may
have the main idea. Try to remember that idea.

Reviewing the literature means identifying, reading and analyzing documentation

related to the research you plan to perform. For example,
FF books
FF academic journals
FF conference proceedings
FF government reports
FF published and unpublished documents related to the problem
For quantitative research, the literature review can help you identify the variables
and their relationships. You need to understand them in order to establish an
appropriate hypothesis.
1.5 Basic Research Methodology In Geography
 Unit 1: Basic Research Methodologies In Geography
15
For qualitative research, the literature review helps you to expand your knowledge
of the research subject.

G Developing or Formulating a Working Hypothesis

How do we develop a working hypothesis?

A hypothesis is a preliminary assumption or tentative explanation that accounts

for a set of facts, taken to be true for the purpose of investigation and testing a
theory.

Establishing a working hypothesis is crucial for research in all disciplines

including geography. The information you gain from your literature review will
help you to formulate an appropriate hypothesis.

The hypothesis you develop will guide you as you define the types of data to
collect and decide which methods of data analysis you will use.

A working hypothesis can be formulated based on the ideas you gather from:
a conducting discussions with experts,
b inferring from the work of others on similar studies,
c personal investigations of conducting original field interviews with
interested parties and individuals.

A hypothesis must have the following characteristics. It

a should be clear and precise
b should be capable of being tested or verified
c should state relationships between the variables determined
d must explain the facts that give rise to the explanation

H Preparing the Research Design

What is the basis for preparing a research design?

After formulating the research problem, you prepare a research design. The
research design is the conceptual framework within which the research could
be conducted. It helps you collect related evidence. It also helps you to limit
required time, effort and expense.

1.5 Basic Research Methodology In Geography

 Grade 12 Geography
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The preparation of an appropriate research design for a particular problem
involves the following considerations.
i the means of obtaining the information
ii the competence of the researcher
iii the time available for the research
iv the money available for the research

A research design answers such questions as these about your research project
and its subject: what, where, when, how much and by what means.

I Defining the Sample Design

What factors influence in determining the sample design?

We typically study samples of the total population in question, rather than studying
the entire population. If a population is very large, and we try to address the
entire population, our project might be too large to be practical. For example, the
amount of information we would need to identify, gather, organize and analyze
might be too large to manage.

Choosing the population sample is called sampling. The resulting study is called
a “sample study”. To serve a useful purpose, a sample should be free from bias
and should appropriately represent the population.
Example

Population

B Sample
Where

A = Population, which is the total unit (for example, the total number of
students in a school).

B = Sample, which is only part of the total unit but is representative of it

(for example, only the students in two or three grade levels).

1.5 Basic Research Methodology In Geography

 Unit 1: Basic Research Methodologies In Geography
17

Note

The appropriate percentage or ratio of the size of a

population sample to the entire population depends upon
the variability of the population. If the population under
study is homogeneous (similar) a small sample is sufficient.
On the other hand, if the population is heterogeneous, a
much larger size is necessary.

J Designing The Main Techniques for Sampling

What are the basic techniques adopted in sampling?
There are two main sampling techniques: non-probability and probability.
i Non-Probability Sampling
FF This approach is sometimes known as deliberate or purposive sampling.
FF The items for the sample are selected deliberately by the researcher.
FF The basis of such samplings is personal decision.
FF There is always a danger of bias in such sampling.
ii Probability Sampling (also known as 'random sampling')
FF This approach is often called chance or lottery sampling.
FF Under this approach to sampling, every item of the population has an
equal chance of being included (lottery method).
FF Only chance determines whether an item is selected or not. Once an
item is selected for the sample, it cannot appear again.
There are different types of probability sampling (Random sampling). You will
learn about them when you reach the college level.

K Collecting and Organizing the Data

What is data? How do you collect it?

There are two types of data collection: primary and secondary.

i Primary Data Collection: This type of data collection is original in character.
The research produces the data, rather than relying on existing data.

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 Grade 12 Geography
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There are several ways of collecting primary data. The important ones are based on
FF The researcher's personal observations.
FF Interviews conducted through telephone conversations and in person.
FF Questionnaires: A questionnaire consists of a number of questions
printed or typed on a form or set of forms. The questionnaire is given
to the respondents, who then fill it out by themselves. The questionnaire
could be given to and collected from the respondents through the mail,
by e-mail, or in person.
FF discussion with groups of people.
FF Primary data collection may also make use of schedules.

This approach is similar to the use of questionnaires but differs in one

aspect. An assigned enumerator fills out the questionnaire. The enumerator
schedules appointments with the respondents, meets with them in person,
asks them the questions from the questionnaire, and records their answers.
ii Secondary Data Collection: This type of data collection investigates data
that has already been collected, organized and arranged by someone else.
Secondary data may be either published or unpublished:
FF Published data include:
KK publications by governments
KK publications by NGOs
KK journals
KK magazines and newspapers
KK reports by universities, scholars, etc.
KK historical records, etc.
FF Unpublished data include:
KK diaries
KK letters
KK unpublished biographies, etc.

L Analysis of the Data

Data analysis is an essential aspect of the scientific study of problems and
discovering their solutions. This step involves the use of statistical techniques to
measure relationships of the geographic variables defined in the hypothesis. The

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 Unit 1: Basic Research Methodologies In Geography
19
important issue in this step is the selection of appropriate measuring techniques.
Different statistical techniques are employed in analyzing collected data. The
statistical techniques vary, depending on the nature of the geographical research,
the variables investigated, the ability of the researcher etc.

At this class level, you can use:

i simple ratios and percentages
ii pie charts and compound graphs
iii measures of averages and raw-data variances

Processing research data with statistical techniques results in new discoveries

or findings, followed by interpretations. Then, based on the findings,
recommendations are made.

Note

Be sure that your recommendations are realistic.

M Preparing the Research Report, Based on the Findings

The research report is a major component of the study. Until the report is written
or presented, no one can use the research results. The report must be clear and
accurate.
Even if your hypothesis is brilliant, your research sampling and statistical
technique accurate, and your results extremely important, they are of value only
if your readers can understand and appreciate them.
To create a good report, you must prepare it carefully. A good report is the product
of concentration, accuracy and the logical arrangement of your facts and ideas.

N Compiling the Bibliography /References

Compiling a bibliography is the final step of your research project. A bibliography
is a list of written materials relevant to the research study you have performed.
It includes all books, documents, etc that you referred to as you prepared for and
conducted your project.

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 Grade 12 Geography
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Arrange the items in your bibliography alphabetically. Use these formats:
For Books and Pamphlets
1 Name of the author, last name first.
2 Title, underlined or in italics
3 Place, publisher and date of publication
4 Volume(s) number(s)
Example: Getas A, (2007), Introduction to Geography, 2nd edition,
Mc Graw Hill, New york.
For Magazines and Newspapers
1 Name of the author, last name first
2 Title of article, in quotation marks
3 Name of the periodical, underlined to indicate the practice of italics
in printouts.
4 Volume number
5 The date of the issue
6 Page or page range

Research Process in Flow Chart

FF

FF

Review the literature

Define Review concetps Design research

Formulate Analyse data
research and theories Collect data Interpret
(including (Test hypothesis
problem hypotheses (Execution) F if any) F and report
sample design)
Review previous
I III IV V VI VII
research finding

II

F
where
F = feedback (Helps in controlling the subsystem to which it is transmitted)

FF = feed forward (Serves the vital function of providing criteria for

evaluation)

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1.6 CONDUCTING ACTION RESEARCH
At the end of this section, you will be able to:
ÞÞ conduct action research on selected problems.

Key Terms
³³ Action research ³³ Sample size
³³ Qualitative approach ³³ Data analysis
³³ Data collection ³³ Data interpreter
Please think of various problems that exist at your school. Then perform the
following project.

Under subtopic 1.5, we saw the basic research methodology and elements of
research work. Based on that, you will attempt to do a research project practically.
It is advisable for you do this in groups.

Action research is an ongoing research process by which a particular real

problem is identified, information/data are gathered, practical solutions are
tested, conclusions and recommendations are reached and finally improvements
are made.

The following are basic features of action research.

FF It is based on reality.
FF It enables researchers to put ideas into action.
FF There is rapid feedback.
FF It aims at improving situations, not at producing new knowledge.
FF It encourages reflections and further developments.

When we come to action research at this grade level, you are expected to exercise
elementary research work activities since they are also engaged in studying
other subjects. Here, the problems identified or selected should be very easy and
accessible to the students' capacity, time and availability of sources. Hence, the
following steps are thought to be helpful in conducting action research at this
level.

1.6 Conducting Action Research

 Grade 12 Geography
22
Step 1: Selecting the Problem

In identifying or selecting the problem, this gives opportunities to select problems

since a problem must come out from the researcher's mind like a fountain comes
out from a mountain. The following points may be thoroughly considered in
selecting a research problem:
FF the problem selected should not be overdone
FF it should not be a debatable issue
FF it must be simple and clear so that it does not discourage the participants
or the students involved in research-work
Example:
Assume that the selected problem from the three proposed problems is
“Low grade achievement of arts students in mathematics exams.”

Step 2: Objectives of the Study

The objective of the action research is to discover the reasons why art students
are low achievers and finally find a solution to minimize the problem. This step
or process is a very pertinent part that will lead to decide on the type and nature
of data to be collected.

Step 3: Making Review of Literature

This process actually gives the students more ideas, clues and attempted solutions
from previous work about how to minimize achievement of low grades in a given
subject. Review literatures should be related to the selected problem that should
be dealt with. The availability of a good library or previously done papers is
very essential for this. Teachers should guide the students from where to get
the required materials. If documents are not available in the school library, the
teacher should visit affiliated offices and agencies to get information.

Step 4: Establishing Working Hypothesis

A hypothesis is often considered as the principal tool in research. Its main

function is to put forward an assumption that can be verified by the research.
In fact, many action research projects, establish hypotheses. However, it will
be difficult for grade 12 students to conduct hypothesis formulating and testing
processes. Both skills demand high competence and experience. It is because of
this fact that the problem identified, "why most art students often achieve low
grades in mathematics than science stream students", is forwarded for conducting
action research at this level.

1.6 Conducting Action Research

 Unit 1: Basic Research Methodologies In Geography
23
This action research makes use of the qualitative approach. The data collectable
could be based on interviews and questionnaires. Sample questionnaire formats
are suggested below.

Activity 1.3
Investigating and finding a solution why most art students are less competent
than science students in mathematics.

Sample Questionnaire Format

Questionnaire format A Questionnaire format B
(to be filled in by students) (to be filled by mathematics teachers)
1 Name of the school ________ 1 Name of the school ____________
2 Grade level _____section ____ 2 Grade level _____ section _______
Academic year _______ Academic year ____________
3 Average grade results in 3 What percent of your
grade 9 __________
a arts-stream students are good
grade 10 __________
in mathematics? _________
grade 11 __________
4 Which subject do you like best? b science stream students
Mention only three of them. are good in mathematics?
1 ___________ _________
2 ___________ 4 Which-stream is active when you
3 ___________ teach? Arts or science ___________
5 Are you good in mathematics 5 Please give us your opinions about
(Yes or No) _______ why art students are not as competent
6 If your answer is no, give your in mathematics as science students.
reasons __________________ _______________________________
________________________
Thank you,
Thank you,

Step 5: Determining the Sample Size

When research is done, taking a sample is essential. Determining your sample

size can vary because all the students learning this topic at this grade level have
different class size, different student combination of age, caliber, etc). Let us
say that 20 % of the population under study will suffice as the sample size. If
the class size is 100, twenty students are taken as the sample size. In order to
avoid personal interest or making the sampling random, use a technique of lottery
system.
1.6 Conducting Action Research
 Grade 12 Geography
24
The selected 20 students represent the 100 students. All the information they
give represents the whole class or section.
Step 6: Collecting the Required Data
Under this research work, the easiest way of collecting data from the selected
sample size could be:
a either through personal interview or
b through questionnaires
The students should prepare questionnaires made up of items that attempt to get
answers regarding why most arts students are relatively lower grade achievers in
mathematics than most of science students.
Step 7: Analysis of the Data
In order to analyze the collected data, the teacher should help the students
understand how to organize the data in a tabular or graphic form. From the table,
the students can create:
a simple ratios/proportions
b bar graphs/line graphs
Step 8: Generalization and Interpretation
After applying simple ratios or graphs, the students can make comparisons
and generalizations. They can prove that most science students are good in
mathematics than arts students. After that, possible solutions could be gathered
from the questionnaire and employ the solution to reduce the number of art
students scoring low marks in mathematics.
Step 9: Preparation of the Report

It may be difficult to hear the report of every student. Students could be grouped
as it was done at the very beginning. The students should bear in mind that their
reports must include:
a a clear statement of the objective and the explanation of the method
used to analyze the data,
b a summarized generalization of the discovery or finding obtained,
and
c finally forward the possible solutions that could change the attitude
of most arts students towards mathematics.
It is advisable that selected students read their report to the class, or if possible
even at the flag ceremony.

1.6 Conducting Action Research

 Unit 1: Basic Research Methodologies In Geography
25

U
 UNIT SUMMARY
nit Review

ÞÞ Research is a scientific method of investigating answers for the problems

identified.
ÞÞ Development in any country depends, among other things, upon its
research capability.
ÞÞ There are two basic approaches often used in geographical research
works. They are quantitative and qualitative approaches. Their difference
lie mainly in the attributes considered to be measured and the techniques
chosen to be used.
ÞÞ Geographical research works are different from the research work of
other disciplines/sciences. They are very much concerned with spatial
distributions and organizations of things and phenomena in time bound.
They also consider the forces that results in determine the distributions.
ÞÞ In the study and analysis of spatial aspects, geographical research
procedures and techniques with other sciences. For example, identifying
the research problem, defining the objective and significance of the
research, reviewing literature related to the study, formulating a working
hypothesis, etc.
ÞÞ Finally, developing the skill of making action research to solve their
problems.

 REVIEW EXERCISE FOR UNIT 1

I Multiple Choices: Choose the best answer from the given alternatives for
the following statements and questions.
1 Which of the following geographical approaches is used for confirming a
given theory?
A quantitative approach C A and B
B qualitative approach D descriptive approach

Unit Review
 Grade 12 Geography
26
2 When distance as a varying factor determines the variation of other factors,
then distance in research is a
A dependent variable C independent variable
B Subordinate variable D A and B
3 Traditional geographic research was largely concerned with the study of
A sustainable environments
B spatial analysis
E locations of places and people
F environmental hazards
4 The International Geographic Union Commission's priority vision is
A the promotion of geographical education all over the world at all
grade levels
B the promotion of geographical education in developing countries
C the achievement of sustainable development through the spread of
geographical education
D A and C
5 The 1950s and 1960s were decades of great changes in the science of
geography because
A geography revolutionized its research methods, adopting quantitative
techniques.
B the launching of the space shuttle took place.
C geography was assisted by computer-based data sources.
D the technology of remote sensing was adopted in teaching geography
6 Which of the following concepts are guiding and especially useful in
research practices in geography?
A research technique D research desire
B research method E A, B and C
C research methodology
7 Which of the following steps should come first during a geographical
research project?
A identifying causes
B identifying problems
C formulating hypotheses
D designing research sampling techniques

Unit Review
 Unit 1: Basic Research Methodologies In Geography
27
8 Reviewing literature in geographical research
A widens the researcher’s knowledge of the issue to be researched
B helps the researcher to formulate working hypotheses
C helps the researcher to identify appropriate methods
D all of the above
9 One can claim that a geographical research project is complete when the
A working hypothesis is made
B sampling design is finished
C collected data is analyzed
D report is presented

II Questions to Think Over:

10 What are the main problems in performing research projects in your own
school? Please discuss this question in your group.
11 Have you ever thought of questioning why your grades are good or poor
in mathematics? Please discuss the issue with your art-stream group and
science-stream group peers.
12 National and international groups are giving serious attention to the impact
of AIDS. Can you go to a nearby health center and collect data regarding
the number of victims in different age groups? After performing this
investigation, compare the percentage of young victims to the total number
of victims.

Unit Review