Chapter 5 Specifying a Purpose and Research Questions

Chapter 5 Specifying a Purpose and Research Questions or Hypotheses Power Point Slides by Ronald J. Shope in collaboration with John W. Creswell

Key Ideas • The difference between purpose statements, hypotheses, and research questions • Variables in quantitative research • Quantitative purpose statements, questions, hypotheses • Qualitative purpose statements, questions, hypotheses Educational Research 2 e: Creswell

What are Purpose Statements, Research Questions, Hypotheses, and Objectives? Purpose Research Hypotheses Statement Questions Objectives Intent Overall Direction Form One or more Use Quantitative and Qualitative Research Placement sentences End of Introduction Raise questions to be answered Make predictions about expectations One or more questions One or More Objectives Quantitative and Qualitative Research Quantitative Research Typically Quantitative Research State Goals End of the introduction, after the literature review, or in a separate section of the study Educational Research 2 e: Creswell

Why are these statements and questions important? • Represent major signposts • Help identify appropriate methods • Help link intent with the results Educational Research 2 e: Creswell

What We Need to Know to Design Quantitative Purpose Statements, Research Questions, and Hypotheses • What is a variable? • What is a theory? • What elements go into these statements and questions? Educational Research 2 e: Creswell

What is a Variable? A Variable (A Characteristic or Attribute) That can be Measured (Can be assessed on an instrument and recorded on an instrument) Educational Research 2 e: Creswell and Varies (Can assume different values or scores for different individuals)

Examples of variables and non-variables Difficult but possibly measurable variables Variables • Leadership style • Organizational control • Autism • • Socialization Imagination Intuition Discrimination Educational Research 2 e: Creswell Almost impossible to measure variables • Subconscious thoughts • World poverty • Stereotypes

Categorical and Continuous measures of variables • A categorical measure is a value of a variable assigned by the researcher into a small number of categories. (e. g. Gender) • A continuous measure is the value of a variable assigned by the researcher to a point along a continuum of scores, from low to high. (e. g. Age) Educational Research 2 e: Creswell

Variables and Constructs • A Variable is an attribute or characteristic stated in a specific or applied way • A Construct is an attribute or characteristic expressed in an abstract, general way. Construct Student Achievement Variable Grade Point Average Educational Research 2 e: Creswell

The Family of Variables in Quantitative Studies Probable Cause (X) Independent Variables • Treatment • Measured (Y) Intervening Variables Effect (Z) Dependent Variables Control Variables Moderating Variables Confounding Variables Educational Research 2 e: Creswell

Families of Variables • Dependent Variables: An attribute or characteristic influenced by the independent variable. Educational Research 2 e: Creswell

Families of Variables • Independent Variable: An attribute or characteristic that influences or effects an outcome or dependent variable. – Treatment Variable – Measured Variable – Control Variable – Moderating Variable Educational Research 2 e: Creswell

Intervening Variables • Intervening Variables (Mediating Variables): An attribute or characteristic that “stands between” the dependent and independent variables. Educational Research 2 e: Creswell

Example of an Intervening Variable Step 1 Independent Variable Dependent Variable Example Convenient office hours Student seeks help from faculty for students Step 2 Example Step 3 Example Independent Variable Convenient office hours for students Intervening Variable Student becomes willing to take risks Educational Research 2 e: Creswell Dependent Variable Student seeks help from faculty

Families of Variables • Confounding Variables (Spurious Variables): Attributes or characteristics that the researcher cannot directly measure because their effects cannot be easily separated from the other variables, even though they may influence the relationship between the independent and the dependent variable. Educational Research 2 e: Creswell

Theories as Bridges Between Independent and Dependent Variables Independent Variables Dependent Variables Educational Research 2 e: Creswell

Different Types of Explanations in quantitative research Broad Abstractions Extensive Tests by other researchers As a formal theory that is expressed by connected hypotheses and variables identified by authors As a conceptual framework often expressed as a visual model by other authors for relationship As a theoretical rationale posed by other authors based on studies for relationship No Test As explanation posed by the author as a hunch for why the independent variable relates to the dependent variable Educational Research 2 e: Creswell Narrow Application

Elements of quantitative purpose statement • • Single sentence “The purpose of this study. . . ” Theory Quantitative words (e. g. “Relate, ” “Compare, ” “Describe”) Educational Research 2 e: Creswell

Elements of quantitative purpose statement • Variables – Independent Variable (1 st position in sentence) – Dependent Variable (2 nd position in sentence) – Control and/or mediating variable (3 rd position in sentence) – Research site – Participants Educational Research 2 e: Creswell

Quantitative Research Questions • 3 types: – Describe results to your variables – Compare two or more groups on the independent variable in terms of the dependent variable – Relate two or more variables Educational Research 2 e: Creswell

Research Hypotheses • Three types: – Null hypothesis – Directional alternative hypothesis – Non-directional alternative hypothesis Educational Research 2 e: Creswell

How do You Design Qualitative Purpose Statements and Research Questions? • Understand how these statements and questions differ from quantitative research • Understand the role of a central phenomenon in qualitative research • Understand qualitative research as an emerging process Educational Research 2 e: Creswell

Differences between quantitative and qualitative purpose statements and research questions Quantitative - more closed 1. Probable Cause/Effect (“Why did it happen? ”) 2. Use of theories (Why did it happen in view of an explanation or theory? ”) 3. Assessing differences and magnitude “How much happened? ” “How many times did it happen? ” “What were the differences among groups in what happened? ” Qualitative - more open-ended 1. Descriptive (“What happened? ”) 2. Interpretive (“What was the meaning to people of what happened? ”) 3. Process-oriented (“What happened over time? ”) Educational Research 2 e: Creswell

Explaining or predicting variables versus exploring or understanding a Central Phenomenon Qualitative Understanding or exploring a Central Phenomenon Quantitative Explaining or Predicting Variables X Y The independent variable (X) influences a dependent variable (Y) Y In-depth understanding of Y; external forces shape and are shaped by Y Educational Research 2 e: Creswell

Two qualitative research considerations • The focus of the research is around a Central Phenomenon which is an issue or a process the researcher would like to study. • Qualitative research is built on an emerging design Educational Research 2 e: Creswell

Elements of qualitative purpose statement • • • Single sentence “The purpose of this study. . . ” Central Phenomenon State qualitative type of design Qualitative words (e. g. “explore, ” “understand, ” “discover”) • Participants • Research site Educational Research 2 e: Creswell

Two Types of qualitative Research Questions: • Central question • Sub-questions • Differences between research questions and questions asked during data collection Educational Research 2 e: Creswell