WHAT IS RESEARCH?

The term ‘research’ has received a number of varied meanings and explanations. In
its ordinary sense, the term refers to a search for knowledge. The Advanced
Learner’s Dictionary of Current English spells out the meaning of ‘research’ as ‘a
careful investigation or inquiry specifically through search for new facts in any
branch of knowledge’. Redman and Mory, in a similar tone, define research as a
‘systematized effort to gain new knowledge’. According to the Webster’s
International Dictionary, ‘research’ is ‘a careful, critical inquiry or explanation in
seeking facts or principles; diligent investigation in order to ascertain something’.
While Webster Dictionary explains the term ‘research’ to mean ‘a systematic
investigation towards increasing the sum of knowledge’.
Research, thus, involves systematic scientific investigation of facts (or their hidden
or unknown facets) with a view to determining or ascertaining something, which
may satisfy the curiosity of the investigator and carry forward (his) knowledge.
Objectives of RESEARCH?
The purpose of research, thus, is to acquire knowledge or to know about
‘something’ in a scientific and systematic way. Its purpose may, however, be to
find solution to the identified problem. The former is referred to as ‘basic’ or
‘pure’ or ‘fundamental’ research while the latter takes the label of ‘applied’ or
‘action’ research. Fundamental research is mainly concerned with generalizations
and with formulation of a theory (or re-confirmation of the existing theory). Its
main aim is to acquire knowledge for the sake of acquiring it. Applied research, on
the other hand, aims at finding or discovering solutions or answers to the identified
‘problem(s)’ or ‘question(s)’.
Obviously, every research study has its own goal(s) or objective(s). Nevertheless,
‘research objective’ of a given research study may fall under either of the
following broad categories of ‘research objectives’:
1. To gain familiarity with a phenomenon or to achieve new insights into it.
2. To portray accurately the characteristics of a particular individual, situation or a
group.
3. To determine the frequency with which something occurs or with which it is
associated.
4. To test causal relationship between two or more than two facts or situations.
5. To ‘know’ and ‘understand’ a phenomenon with a view to formulating the
problem precisely.
6. To ‘describe’ accurately a given phenomenon and to test hypotheses about
relationships among its different dimensions.

TYPES OF RES EARCH

The basic types of research are: (i) Descriptive and Analytical Research, (ii)
Applied and Fundamental Research, (iii) Quantitative and Qualitative Research,
and (iv) Conceptual and Empirical Research.
Each one of these is briefly discussed here below:
Descriptive vs. Analytical Research.
Descriptive research, as its name suggests, describes the state of affairs as it exists
at present. It merely describes the phenomenon or situation under study and its
characteristics. It reports only what has happened or what is happening. It therefore
does not go into the causes of the phenomenon or situation. The methods
commonly used in descriptive research are survey methods of all kinds, including
comparative and co-relational methods, and fact-finding enquiries of different
kinds. Thus, descriptive research cannot be used for creating causal relationship
between variables. While in analytical research, the researcher uses his facts or
information already available and makes their analysis to make a critical evaluation
of the material.
Applied vs. Fundamental Research
Applied research or action research aims at finding a solution for an immediate
problem. Here the researcher sees his research in a practical context. While in
fundamental research or pure research or basic research, the researcher is mainly
concerned with generalization and with the formulation of a theory. He undertakes
research only to derive some increased knowledge in a field of his inquiry. He is
least bothered about its practical context or utility. Research studies concerning
human behavior carried on with a view to making generalizations about human
behavior fall in the category of fundamental or pure research. But if the research
(about human behavior) is carried out with a view to solving a problem (related to
human behavior), it falls in the domain of applied or action research.
The central aim of applied research is to discover a solution for some pressing
practical problem, while that of fundamental research is to find additional
information about a phenomenon and thereby to add to the existing body of
scientific knowledge. The ‘applied’ scientist is thus works within a set of certain
values and norms to which he feels committed. A sociologist, for example, when
works with a social problem to find solution therefor and proposes, through a
systematic inquiry, a solution or suggests some measures to ameliorate the
problem, his research takes the label of ‘applied’ or ‘action’ research. But when he
undertakes a study just to find out the ‘what’, ‘how’ of the social problem, his
inquiry takes the nomenclature of ‘pure’ or ‘fundamental’ research. However, the
above-mentioned ‘distinguishing factor’ between the ‘applied’ and ‘fundamental’
research need not be conceived as a ‘line’ putting the two ‘across’ the ‘line’
forever or an ‘either-or’ dichotomy. In fact, they are not mutually exclusive. There
is a constant interplay between the two, each contributing to the other in many
ways.
Quantitative vs. Qualitative Research
Quantitative research is based on the measurement of quantity or amount. It is
applicable to a phenomenon that can be expressed in terms of quantity. It is
systematic scientific investigation of quantitative properties of a phenomenon and
their inter-relation. The objective of quantitative research is to develop and employ
mathematical models, theories and hypotheses pertaining to the phenomenon under
inquiry. The process of measurement, thus, is central to quantitative research
because it provides fundamental connection between empirical observation and
mathematical expression of quantitative relationship.
Qualitative research, on the other hand, is concerned with qualitative phenomenon,
i.e. phenomenon relating to or involving quality or kind. For example, when a
researcher is interested in investigating the reasons for, or motives behind, certain
human behavior, say why people think or do certain things, or in investing their
attitudes towards, or opinions about, a particular subject or institution, say adultery
or judiciary, his research becomes qualitative research. Unlike quantitative
research, qualitative research relies on reason behind various aspects of behavior.
Conceptual vs. Empirical Research
Conceptual research is related to some abstract idea(s) or theory. It is generally
used by philosophers and thinkers to develop new concepts or to re-interpret the
existing ones. On the other hand, empirical research relies on experience or
observation alone, often without due regard for system or theory. It is data-based
research, coming up with conclusions that are capable of being verified by
observation or experiment. It is therefore also known as experimental research. In
empirical research, it is necessary to get facts firsthand, at their source. In such a
research, the researcher must first provide himself with a working hypothesis or
guess as to the probable results. He then works to gets enough facts (i.e. data) to
prove or disprove his hypothesis.
RESEARCH METHODS AND RESEARCH METHODOLOGY
The term ‘research methods’ refers to all those methods and techniques that are
used by a researcher in conducting his research. The term, thus, refers to the
methods, techniques or tools employed by a researcher for collecting and
processing of data, establishing the relationship between the data and unknown
facts, and evaluating the accuracy of the results obtained. Sometimes, it is used to
designate the concepts and procedures employed in the analysis of data, howsoever
collected, to arrive at conclusion. In other words, ‘research methods’ are the ‘tools
and techniques’ in a ‘tool box’ that can be used for collection of data (or for
gathering evidence) and analysis thereof ‘Research methods’ therefore, can be put
into the following three groups:
1. The methods which are concerned with the collection of data [when the data
already available are not sufficient to arrive at the required solution].
2. The statistical techniques [which are used for establishing relationships between
the data and the unknowns].
3. The methods which are used to evaluate the accuracy of the results obtained.
The term ‘research methodology’, on the other hand, refers to a ‘way to
systematically solve’ the research problem. It may be understood as a ‘science of
studying how research is done scientifically’. It involves a study of various steps
and methods that a researcher needs generally to adopt in his investigation of a
research problem along with the logic behind them. It is a study of not only of
methods but also of explanation and justification for using certain research
methods and of the methods themselves. It includes in it the philosophy and
practice of the whole research process. In other words, research methodology is a
set of rules of procedures about the way of conducting research. It includes in it not
just a compilation of various research methods but also the rules for their
application (in a given situation) and validity (for the research problem at hand).
A researcher, therefore, is required to know not only the research methods or
techniques but also the methodology, as he needs to decide as well as to understand
the relevancy and efficacy of the research methods in pursuing the research
problem at hand.
The scope of research methodology is wider than that of research methods. Thus,
when we talk of research methodology we not only talk of the research methods
but also consider the logic behind the methods we use in the context of our
research study and explain why we are using a particular method or technique and
why we are not using others so that research results are capable of being evaluated
either by the researcher himself or by others. Why a research study has been
undertaken, how the research problem has been identified, in what way and why
the hypothesis has been formulated, what data have been collected and what
particular method has been adopted, why particular technique of analyzing data has
been used and a host of similar other questions are usually answered when we talk
of research methodology concerning a research problem or study.
What is legal Research?
Legal research’, taking clue from the meaning of ‘research’ as outlined in the
preceding pages, may be defined as ‘systematic investigation towards increasing
the sum of knowledge of law’. However, a scholar has commented that this
definition is ‘too broad’ and ‘lacks articulation’ and proposed a different definition.
Thus, the term ‘legal research’ take into its ambit ‘a systematic finding’ or
‘ascertaining’ law’ on the identified topic or in the given area as well as ‘an
inquiry’ into ‘law’ with a view to making advancement in the science of law.
Finding law on a particular subject, as stated earlier, is not an easy task. There may
be a number of statutes (as well as statutory provisions scattered in different
statutes) with frequent amendments on the subject under inquiry.
Legal research is, thus, the process of identifying and retrieving information
necessary to support legal decision-making. It includes in it each step of a course
of action that begins with an analysis of the facts of a problem and concludes with
the application and communication of the results of the investigation .
 Topic of Research or Research Title

Criteria for a Good Paper Title

each problem that is proposed for research has to be judged according to certain
guidelines or criteria. There may be several ideas to choose from. Before deciding
on a research topic, each proposed topic must be compared with all other options

the guidelines or criteria given below can help in the process of selection.
Criteria for selecting a research topic

1. Relevance: The topic you choose should be a priority problem: Questions to

be asked include:
How large or widespread is the problem?
Who is affected?
How severe is the problem?
2. Avoidance of duplication: Investigate whether the topic has been
researched.
If the topic has been researched, the results should be reviewed to explore
whether major questions that deserve further investigation remain unanswered.
If not, another topic should be chosen.
3. Feasibility: Consider the complexity of the problem and the resources you will
require to carry out the study.
Thought should be given first to personnel, time, equipment and money that
are locally available. In situations where the local resources necessary to carry
out the project are not sufficient, you might consider sources available at the
national level.
4. Political acceptability: It is advisable to research a topic that has the interest
and support of the authorities. This will facilitate the smooth conduct of the
research and increases the chance that the results of the study will be implemented.
5. Applicability of possible results and recommendations Is it likely that the
recommendations from the study will be applied? This will depend not only on the
blessing of the authorities but also on the availability of resources for
implementing the recommendations.
6. Urgency of data needed
how urgently are the results needed for making a decision? Which
research should be done first and which can be done late?
7. Ethical acceptability
we should always consider the possibility that we may inflict harm on others
while carrying out research. Therefore, it will be useful to review the proposed
study.
Good topic should be:
 Predict the research content.
 Short as possible.
 Clear to describe the research problem.
 Distinguish the problem from another related issue.
 Accurate and concise.
A successful research project starts with a good topic. But how can u decide
what to pick?
Step one: select a broad topic of interest.
Step two: narrow it down to an effective research topic once you have
learned at little more.
They are many places that can help u find a broad topic idea, including news
sources, magazines, course materials, or even conversation with friends, family or
your instructor.
But they are also few library databases that are ideal for exploring an area of
interest, and the also allow you to get a jump start on your research at the same
time.
When I am looking at a potential topic, what exactly should be learning about it?
Ask yourself five questions:
Who? Which groups have an interest in this topic? (Ex, particular organizations,
government and etc.)
What? What are the most important issue at stake?
What are the different factors involved?
Where? Where is the topic relevant? Will you focus on the United States?
When? When did the situation or event start? Is it ongoing?
Why? Why do you want to write about it?
So once you can answer the who, what, when, and why, you typically will have a
good idea of an effective, narrowed version of your original broad topic.
Four component area of research title
 A topic must have independent variable (IV).
 it should be have dependent variable(DV)
 The topic have to focus target population.
 It should be have study area.

Examples:
 Knowledge and attitude for the Somali police force towards the security
control at the Adan Adde airport.
 Rights of women in the electoral processes in Somalia.
 Factors contributing the rape of the Somali women at Gal-kacyo town.