Guide

1. Chapter One of Your
Thesis
AED 615
Fall 2006
Dr. Ed Franklin

2. Contents of Chapter One
 Introduction
 Background and Setting
 Identification of Problem
 Purpose Statement
 Objectives or Research Questions
 Assumptions
 Limitations
 Definition of Terms
 Significance of The Study

3. Introduction Section
 This is the first passage in a
dissertation, thesis, or research
article.
 The introduction should address the
following:
 Create reader interest in the topic;
 Establish the problem that leads to the
study;
 Place the study within the larger context
of the scholarly literature;
 Reach out to a specific audience

4.  A quantitative introduction typically is
written from the third person point of
view.
 This helps create a sense of
objectivity.
 In a qualitative study, research may
employ a present tense to
communicate immediate, or direct
action.
 Telling the reader a story, set the
stage for a need of your research.

5. Background & Setting Section
 Where is the research taking
place?
 Who is to be affected by your
research?
 What is already known? This will
begin to lead us to your Review
of Literature (Chapter II).

6. Identification of Problem
 The statement of the research problem should be
concise and should identify the key factors
(variables) of the research study.
 A constant is a characteristic or condition that is the
same for all individuals in a study.
 A variable is a characteristic that takes on different
values or conditions for different individuals.
 Independent and dependent variables are
descriptors of variables commonly used in
educational research.
 The independent variables may be affecting the
dependent variables, and in that sense, dependent
variables depend on independent variables.

7. Connection between the Components
for Identifying a Research Problem
Statement of the
Research Problem
Hypothesis
Variables Conditions
Operational
definitions
Existing
knowledge
Relevant
Theory

8. Objectives or Research
Question
 Research questions or
objectives provide a specific
restatement and clarification of
the purpose statement.
 In survey projects these
restatements typically take the
form of research questions and
objectives; in experiments they
are hypotheses.

9. Guidelines for writing objectives
and research questions
 Develop the hypotheses, questions, or
objectives from theory.
 Keep the independent and dependent
variables separate and measure them
separately.
 When writing this section, select one
form – write questions, objectives, or
hypotheses – but not a combination.
 If hypotheses are used, consider the
alternative forms for writing them and
make a choice based on the audience
for the research.

10. Purpose Statement
 The introduction focuses on the problem
leading to the study, but it is the purpose
statement that establishes the direction for
the research.
 The statement captures, in a single
sentence or paragraph, the essence of the
study.
 The design of a quantitative purpose
statement begins with identifying the
proposed variables for a study
(independent, intervening, dependent),
drawing a visual model to identify clearly
this sequence (conceptual framework), and
specifying the measurement for variables.

11.  The intent of using variables
quantitatively will be either to relate
variables (as one typically finds in a
survey) or to compare samples or
groups (as is commonly found in
experiments).
 Major components of a good
quantitative purpose statement
consists of a brief paragraph that
includes the following:

12.  Use a word such as purpose, intent, or
objective to begin the passage.
 Identify the theory, model, or conceptual
framework to be tested in the study.
 Mention the specific type of method of
inquiry being used in the study.
 State whether the independent and
dependent variables will be related or
whether two or more groups (as in
independent variables) will be compared in
terms of the dependent variable(s).
 Order the variables in the relationship or
comparison sentence from independent to
dependent.

13.  Refer to the unit of analysis of
the study.
 Provide a general definition for
each key variable in the study
and used established
definitions.

14. A Scripted Purpose Statement
“ The purpose of this ___ (experimental?
survey?) study is (was? will be?) to test the
theory of ___ that ___ (compares?
relates?) the ___ (independent variable) to
___ (dependent variable) for (subjects?
sample?) at (the research site). The
independent variable(s) ___ will be defined
generally as ___ (provide a general
definition). The dependent variable(s) will
be defined generally as (provide a general
definition), and the intervening variable(s),
___(identify the intervening variables) will
be statistically controlled in the study.”

15. Actual Example of a Purpose Statement
(DeGraw,1984, as cited by Creswell, 1994)
 The purpose of this study was to examine the relationship
between personal characteristics and the job motivation of
certified educators who taught in selected state adult correctional
institutions in the United States. Personal characteristics were
divided into background information about the respondent (i.e.,
institutional information, education level, prior training, etc.) and
information about the respondent’s thoughts of changing jobs.
The examination of background information was important to this
study because it was hoped it would be possible to identify
characteristics and factors contributing to significant differences
in mobility and motivation. The second part of the study asked
the respondents to identify those motivational factors of concern
to them. Job motivation was defined by six general factors
identified in the educational components study (EWCS)
questionnaire (Miskel & Heller, 1973). These six factors are:
potential for personal challenge and development;
competitiveness; desirability and reward of success; tolerance for
work pressures; conservative security; willingness to seek reward
in spite of uncertainty vs. avoidance/ and surround concerns.
(DeGraw, 1984, pp.4-5).

16. Assumptions (Delimitations)
 What beliefs you as the researcher
bring to the study.
 Use delimitations to address how the
study will be narrowed in scope.
 May be about the population of
study, the instrument, data gathering
method, previous knowledge, etc.

17. Assumptions
 Examples of assumptions (or
delimitations) from student research:
The following assumptions are made
regarding this study:
1. The instrument to be used will elicit
reliable responses.
2. The respondents will fully understand
the questions they will be asked.
3. The respondents will provide honest
expressions of their knowledge.
4. The researcher will present the 4-day
in-class arid lands curriculum in a
consistent manner.

18. Another Example of
Assumptions
In conducting this study the following
assumptions were made. It was
assumed that:
1. The participants in the study freely
provided the researcher with the
ratings of importance regarding the
professional education
competencies.
2. The respondents based their
ratings on the importance of the
professional education competencies
objectively.

19. Limitations
 Provide limitations to identify
potential weaknesses of the study.
 In your thesis, this will be a section in
Chapter 1.
 Example of a limitation:
The purposive sampling procedure
decreases the generalizability of
findings. This study will not be
generalizable to all areas of nursing.

20. Definition of Terms
 Researchers define terms so that
readers can understand the context
in which the words are being used or
their usual or unrestricted meaning
 Define terms that individuals outside the
field of study may not understand.
 Define terms when they first appear so
that a reader does not read ahead in the
proposal operating with one set of
definitions only to find out later that the
author is using a different set.

21. Significance of the Study
 In theses and dissertations, often the
author includes a section describing
the significance of the study for
select audiences.
 The writer creates a clear rationale
for the importance of the study.
 In this section, the writer can
elaborate on the significance for
researchers, practitioners, and
policymakers.
 The researcher might include:

22. What to include in your
Significance of the Study section
 Reasons why the study adds to
the scholarly research and
literature in the field.
 Reasons about how the study
helps improve practice.
 Reasons why the study will
improve policy.