Lecture slides

1. It is a beautiful day to learn!
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2. Research Problems,
Variables &
Hypotheses
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3. Part I: What is a
Research Problem?
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4. How do you Formulate a Good
Research Question?
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5. How Do You Know You Have
A Good Research Question?
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6. The Research Question
 The foundation of the research process
 It all begins with a question
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7. Finding a Research Question
 From where ???????
 Curiosity
 Information Gaps
 Controversy
 Replication
 Literature Review
 Other People
 ...???
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8. 4 Characteristics of Good
Research Questions
The question is feasible.
The question is clear.
The question is significant.
The question is ethical.
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9. Research Questions Should
Be Significant
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10. Researchable vs.
Non-researchable Questions
Is breastfeeding
healthy for babies?
"What are the health benefits
and potential risks of
breastfeeding for infants, as
supported by current scientific
research?"
"How does exposure to
outdoor green spaces impact
the mental well-being and
stress levels of urban
residents?"
How can we take care
of our city environment?
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11. Types of Research Questions
 Conceptualize that a research study can ask three types
of questions:
 Descriptive question
 Relationship question
 Difference question
 This general classification scheme helps not only with
the design of the study, but also in choosing the type of
data analysis procedure
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12. Descriptive Question
 Seeks to describe phenomena or characteristics of a particular group of
subjects being studied
 Answers the question “what is”
 Asking questions of the research participants
 Testing or measuring their performance
 Survey research
 Example
 What are the attitudes of rural parents toward the inclusion of sexuality
education in the school curriculum? (Welshimer & Harris, 1994)
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13. Relationship Question
 Investigates the degree to which two or more variables are associated with
each other
 Does not establish “cause-and-effect”
 Only identifies extent of relationship between variables
 Example
 Is there an association between self-esteem and eating behaviors among
collegiate female swimmers? (Fey, 1998)
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14. Difference Question
 Seeks to make comparisons between or within groups of interest
 Often associated with experimental research
 Is there a difference between the control group and the experimental group?
 Comparison of one group to another on the basis of existing characteristics
 Example
 Does participation in Special Olympics affect the self-esteem of adults with
mental retardation? (Major, 1998)
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15. Criteria for Selecting a Problem
 Interest
 Most important
 Significance
 Theoretical value
 Practical value
 Timeliness
 External review
 Manageability
 Expertise, time, resources
 Free from personal bias
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16. Problem Distillation
 The process of refining the question or idea into a problem and making it
sufficiently specific so that it is amenable to investigation
 This process should lead to the development of a “statement of the
problem” that is clear, concise, and definitive
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17. Statement of the Problem
 A very specific statement which clearly identifies the problem being studied;
will usually identify the key variables as well as give some information
about the scope of the study
 May be in either question or declarative form
 May include inherent sub-problems, if appropriate
 Formulation of problem statement takes place after an initial review of
related literature and the distillation process
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18. Problem Statements
 “The problem of this study was to …”
 “This study was concerned with …”
 “This study is designed to …”
 “The purpose of this investigation is to …”
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19. Concept of Variables
 A variable is a characteristic, trait, or attribute of a person or thing that can
be classified or measured
 Attitude
 Gender
 Heart rate
 Hair color
 Variable - the condition or characteristic which in a given study may have
more than one value
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20. Classification of Variables
 Quantitative – measured numerically
 Discrete
 Continuous
 Qualitative – categorical in nature
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21. Independent Variable
 A variable that is presumed to influence another variable; the variable
under study or the one that the researcher manipulates
 Two types
 Active – variable is actually manipulated
 Attribute – cannot be manipulated because it is preexisting trait; sometimes
called a “categorical” variable (e.g., race, gender)
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22. Dependent Variable
 The variable that is expected to change as a result of the manipulation of
the independent variable; that which is measured in a study
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23. Extraneous Variable
 A variable that could contribute some type of error in a
research study
 Also referred to as . . .
 Confounding variable
 Intervening variable
 Modifying variable
 Error-producing variable that the researcher should
attempt to eliminate or control
 May affect the relationship between the independent
variable and the dependent variable if not adequately
controlled
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24. Controlling Extraneous
Variables
 Excluding the variable
 Random selection of research participants
 Matching cases according to some criterion
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25. Examples of Extraneous Variables
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26. The Relationship between
Independent and Dependent
Variables
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27. Sample Problem Statements
1. The problem was to investigate the effects of exercise on
blood lipids among college-age females.
2. This study was designed to determine the relationship
between stability performance and physical growth
characteristics of preschool children.
3. The present study was designed to identify those
characteristics which differentiate between students who binge
drink and those that do not.
4. The problem of the study was to determine is there is a
relationship between self-efficacy and self-reported alcohol
usage among middle-aged adult females.
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28. BOARDWORK
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THIS STUDY AIMS TO
DETERMINE THE
PERCENTAGE OF
COMMUNITIES IN SILANG
CAVITE WHO DO NOT
HAVE ACCESS TO CLEAN
WATER AND ITS EFFECT
TO THEIR OVERALL
HEALTH STATUS.
1. What is the percentage of households in the
community without access to clean water?
2. What are the issues and challenges experienced
by the residents on access to clean water?
3. What are the common illnesses experienced by
the residents?
4. How often are these illnesses felt by the
residents?
5. What health program can be implemented to
address the inaccessibility to clean water?

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30. Delimitations
 Delimitations define the scope of the study. That is, they set the boundaries
of the study
 Normally under control of the researcher
 Examples include
 number and kinds of subjects
 treatment conditions
 tests, measures, instruments used
 type of equipment
 location, environmental setting
 type of training (time and duration)
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31. Limitations
 Limitations are very similar to delimitations, but they tend to focus on
potential weaknesses of the study
 Examples include
 sampling problems (representativeness of subjects)
 uncontrolled factors and extraneous variables
 faulty research design and techniques
 reliability and validity of measuring instruments
 compromises to internal/external validity
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32. Limitations continued
 Possible shortcomings of the study . . . usually cannot be controlled by the
researcher
 the researcher will, of course, try to eliminate extremely serious weaknesses
before the study is commenced
 May be a result of assumptions not being met
 No study is perfect; the researcher recognizes the weaknesses
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33. Assumptions
 Assumptions are basic, fundamental conditions that must exist in order for
the research to proceed
 Basic premises required in the study... the researcher does everything
possible to increase the credibility of the assumptions, but does not have
absolute control
 Assumptions could be made about (1) the motivation of the subjects, (2)
whether subjects responded truthfully, (3) the validity of the measuring
instrument, and (4) whether subjects followed directions correctly
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34. Operational Definitions
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35. An Important Aspect of Research:
Studying Relationships
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36. The Hypotheses
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37. What is a Hypothesis?
 Bigfoot
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38. Hypotheses from One Research Question
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39. Directional vs. Non-
directional Hypotheses
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40. Directional vs. Non-Directional
Hypotheses
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41. How to Write the Chapter One:
Introduction
 Identify problem
 Contextualize problem in education and society
 Grab readers attention
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42. Writing the introduction of a research paper is a
crucial step as it sets the stage for your study,
provides context, and engages your readers.
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43. Start with a Hook
Begin your introduction with an attention-grabbing
hook. This could be a compelling anecdote, a
surprising fact or statistic, a thought-provoking
question, or a relevant quote. The goal is to pique
the reader's interest and make them want to
continue reading.
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44. Provide Background Information
After the hook, provide some background
information on the topic. Explain why it's
important, relevant, or timely. This section
should help the reader understand the broader
context of your research.
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45. State the Research Problem or
Question
Clearly state the research problem or question that
your study aims to address. Be concise and
specific. This is where you transition from the
general topic to the specific focus of your research.
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46. Highlight the Significance
Explain why your research is significant. What
is the potential impact of your study? How
does it contribute to existing knowledge or
address a gap in the literature? Convince the
reader that your research is worth their
attention.
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47. Review Relevant Literature
Provide a brief review of the relevant literature
related to your research topic. Discuss key studies,
theories, or concepts that inform your study. This
shows that you are aware of the existing body of
work in your field.
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48. State the Purpose and Objectives
Clearly state the purpose of your research and
outline the specific objectives or hypotheses
you aim to address. This helps the reader
understand the goals of your study.
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49. Outline the Methodology
Briefly describe the research methods and
approach you will use to address your research
question. Mention the data collection methods,
sample size, and any relevant procedures.
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50. Preview the Structure:
Give the reader an overview of the
structure of your paper. Mention how the
paper is organized, including the sections
or chapters they can expect to find.
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51. Conclude the Introduction
End the introduction by summarizing the
key points you've covered. Restate the
research question and its significance.
Leave the reader with a clear sense of
what to expect in the rest of the paper.
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52. Revise and Edit
After writing the initial draft of the
introduction, revise and edit it for clarity,
conciseness, and coherence. Ensure that
it flows smoothly from the hook to the
research question and provides a strong
foundation for the rest of the paper.
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53. Remember that the introduction should be engaging
but not overly lengthy. It should provide enough
information to orient the reader and motivate them
to continue reading, but it should not delve into the
details of the research findings, which belong in the
subsequent sections of the paper.
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