Specifying a Purpose and Research

Questions or Hypotheses

Presented by:

Kinkin Susansi

Muryanti

Sigit Raharjo

2015

Points of discussion

● distinguish: purpose statements, research

questions, hypothesis, and objectives

● the importance of the statements and

questions

● write quantitative purpose statements,

research questions

Purpose Statements, Research Questions, Research

Hypotheses, Research Objectives

● Purpose statement: a sentence in educational study that states the

overall direction or objective of the study.

● Research Questions: questions that focus the purpose of the study into

specific areas of inquiry.

● Research Hypotheses: statements in quantitative research that narrow

the purpose statement into specific predictions about the relationship

among variables..

● Research Objective: A statement of intent for the study that specifies

specific goals that the investigator plans to achieve in a study.

Distinguishing among various forms of direction

in research

The importance of the statements and questions

● to know the central ideas addressed in the

study

● to identify the most appropriate methods for

collecting data from the purpose and the

questions

● to provide key components for understanding

the results of a project.

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?

What Is a Variable?A Variable

(A Characteristic or Attribute)

That can be and

Measured(Can be assessed on an

instrument and recorded

on an instrument)

Varies(Can assume different

values or scores for

different individuals)

Examples of Variables and Nonvariables

Variables

✓Leadership style✓Organizational control✓Autism

Difficult, but possiblymeasurable, variables

✓Socialization✓Imagination✓Intuition✓Discrimination

Almost impossible to measure variables

✓ Subconscious thoughts

✓ World poverty

✓ Stereotypes

5.9

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)

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

Families of Variables in Quantitative Studies

Probable Cause

(X)Effect

Independent

Variables

• Treatment

• Measured

Intervening

Variables

Dependent

Variables

Control

Variables

Moderating

Variables

Confounding

Variables

(Y) (Z)

Family of Variables

Dependent variables: An attribute or characteristic influenced by the independent variable.

▪ The outcome

▪ The effect

▪ The criterion

▪ The consequences

Family of Variables (cont’d)

Independent variable: An attribute or characteristic that influences or affects an outcome or dependent variable

▪ Treatment variable

▪ Measured variable

▪ Control variable

▪ Moderating variable

Intervening Variables (mediating variables)

An attribute or characteristic that “stands between” the dependent and independent variables

Example of an Intervening Variable

Independent

Variable

Independent

Variable

Intervening

Variable

Step 1

Step 2

Step 3

Dependent

Variable

Dependent

Variable

Example Convenient office hours

for students

Student seeks help

from faculty

Example

Example Convenient office hours

for students

Convenient office hours

for students

Student seeks help

from faculty

Independent

Variable

Independent

Variable

Intervening

Variable

Student becomes willing

to take risks

Student becomes willing

to take risks

5.16

Family 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

Theories and Testing of Variables

● Probable causation

the possibility of a cause-and-effect relationship between variables.

● Quantitative research theory explain and predict relationship that

maybe exist between independent (IV) and dependent variable (DV).

● Examine the theory and the variables’ connection are tested over and

over with different participants and sites, measured with numbers, and

analyzed with statistical procedures to determine whether the

prediction is true.

The Procedures

● Start from Hunches or educated guess

● Theoretical rationale (logical statement)taking

statement/fact from past author/researchers

● Conceptual framework

to find authors in same topic to support our research

● Tests

● New theory

Writing Quantitative Purpose Statements

● Begin with the statement “The purpose of this study…” (in a

single sentence).

Stating “to test a theory…” if we want to use a theory,

● Relate, compare, or describe.

● Mention the controlling variables

● State the independent variable first→ dependent variable→

control or mediating variables (if there any)

● Identify the participants and the research site.

Purpose of the Study

The purpose of this _______________________ (experiment? survey?)

will be to test the theory of ____________________ that (compares?

relates? examines?) the ___________________ (independent variable)

to _______________ (dependent variable), controlling for

__________________(control variables) for _____________

(participants) at ____________________ (the research site). The

independent variable(s) will be generally defined as

_____________________ (provide a general definition). The dependent

variable(s) will be generally defined as _______________ (provide a

general definition), and the control and intervening variable(s)

_______________, (identify the control and intervening variables) will be

statistically controlled in the study (Creswell, 2003, p. 96).

Writing Qualitative Research Questions

● Narrow and focus the purpose statement.

● How, what, or why

● Mention the independent, dependent, and mediating or

controlling variables

● Describe, compare, or relate

● Inform the participants and the research site

The examples of Quantitative

research questions

● Descriptive questionsHow frequently do African Americans (participants) feel isolated (variable)

on college campuses (research site)?

● Relationship questionsHow do feeling of isolation (IV) relate to (or influence) the ethnic identity

(DV) of African Americans (participants) in the United States (site)?

● Comparison questionsHow do African American and Euro Americans compare in their

perceptions of ethnic identity?

Writing Quantitative Hypotheses

HypothesesPrediction of relationships between 2 variables or more that need to verify

through research.

● State the IV first→ DV→ control variable

● In comparing groups, explicitly state the groups and convey the

relationship among the variables.

● What changes we expect about the groups (prediction) like less, more,

or no changes(difference).

● Inform about the participants and the site but if we have stated in

purpose statement, they may not be necessary.

Types of Hypotheses

● Null hypotheses

There is no relationship between IV and DV. It is untrue that IV is affecting

DV.

● Alternative hypotheses

IV is affecting DV (relationship is exist).

❏ Directional

the prediction provides the score/value of the relationship: higher, lower,

lesser

❏ Nondirectional

just predicts a relationship but not indicate the value of the parameter.

Differentiating between Quantitative and Qualitative

purpose statements and research questions

Quantitative

1. hypotheses

2. multiple variables

3. test the theory, prediction

4. a close-ended/limited answer

5. measure the magnitude of

changes

Qualitative

1. no hypothesis but research

questions

2. a central phenomenon

3. not test the theory

4. an open-ended/unlimited/free

answer

5. seek a deep understanding

The Central Phenomenon in Qualitative Research

● Focus on a single variable/concept/process

● Explore and deep understanding one single phenomenon

Emerging Process Purpose statements and research questions may change during the

research based on responses from participants.

initial/general question → shaped question → more detailed question

Writing Qualitative Purpose Statements

Indicates to intent to explore or understand the central phenomenon

with specific individuals at a certain research site.

Sample script :

The purpose of this qualitative study will be to

(explore/discover/understand/describe) (the central phenomenon)

for (participants)at (research site)

e.g:

The purpose of this qualitative study is to describe classroom learning

using the internet for five high-school students participating in a

sign language class.

Writing Qualitative Research Questions

Are open ended, general questions that the researcher would like

answered during the study.

Guidelines: 1. Ask a few general questions.

2. Using action verb

Two types of qualitative research questions :

1. The central question

2. Subquestions

The Central Question

The overarching question you explore in a research study.

❏ To provide participants perspectives not researcher perspective.

❏ Place it at the end of introduction.

❏ State it as a brief question.

Sample script :

What is (the central phenomenon) for (participants) at (research site)?

e.g :

What is creativity for five students at Pelita Alam Junior High School ?

Subquestions

Refine the central question into subquestions to be addresed in the

research.

According to (Cresswell,2007;Stake,1995) devided subquestions:

1. Issue subquestions

2. Procedural subquestions

Issue Subquestion

Questions that narrow the focus of the central question into specific

question(or issues) the researcher seeks to learn from participants

in a study.

A script :

What is (the subquetion issue) for (participants-optional information) at

(research site-optional information).

e.g :

What is self -esteem for high school students ? (central question)

What is self-esteem as seen throuh frieds? (subquestion)

What is self-esteem for the participant’s family ? (subquestion)

Procedural Subquestions

Indicate the steps to be used in analyzing the data in a qualitative

study.

A script :

(What question will be answered first ?)

(What question will be answered second ?)

(What question will be answered third ?)

Procedural Subquestions

e.g :

● What students’ experiences with ICT in high schools ? (central

question)

● What are the categories of experiences of students ? (subquestion)

● What process occurs that reflects these experience ? (subquestion)

Distinguishing Qualitative Research Questions from Data

Collection Questions

Two additional questions (qualitative interview) :

1. Ask the participants abaout themselves as researcher opening

question.

2. Ask participants to suggest individuals that researcher might visit

with to gather additional data.