This document discusses how to specify the purpose and research questions or hypotheses for a study. It distinguishes between purpose statements, research questions, hypotheses, and objectives. Purpose statements state the overall goal of the study, research questions focus the purpose into specific areas of inquiry, and hypotheses make predictions about relationships between variables. Both purpose statements and research questions are important to identify the scope and methods of a study. The document provides guidelines for writing quantitative purpose statements, research questions, and hypotheses by specifying variables and participants. It also contrasts quantitative and qualitative approaches, noting that qualitative research focuses on a central phenomenon through open-ended questions rather than testing hypotheses.

1. Specifying a Purpose and Research
Questions or Hypotheses
Presented by:
Kinkin Susansi
Muryanti
Sigit Raharjo
2015

2. Points of discussion
● distinguish: purpose statements, research
questions, hypothesis, and objectives
● the importance of the statements and
questions
● write quantitative purpose statements,
research questions

3. 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.

4. Distinguishing among various forms of direction
in research

5. 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.

6. 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?

7. 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)

8. Examples of Variables and Nonvariables
Variables
✓Leadership style
✓Organizational
control
✓Autism
Difficult, but possibly
measurable,
variables
✓Socialization
✓Imagination
✓Intuition
✓Discrimination
Almost impossible
to measure
variables
✓ Subconscious
thoughts
✓ World poverty
✓ Stereotypes

9. 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)

10. 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

11. 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)

12. Family of Variables
Dependent variables: An attribute or
characteristic influenced by the independent
variable.
▪ The outcome
▪ The effect
▪ The criterion
▪ The consequences

13. 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

14. Intervening Variables (mediating variables)
An attribute or characteristic that “stands
between” the dependent and independent
variables

15. 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

16. 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

17. 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.

19. 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

20. 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.

21. 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).

22. 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

23. The examples of Quantitative
research questions
● Descriptive questions
How frequently do African Americans (participants) feel isolated (variable)
on college campuses (research site)?
● Relationship questions
How do feeling of isolation (IV) relate to (or influence) the ethnic identity
(DV) of African Americans (participants) in the United States (site)?
● Comparison questions
How do African American and Euro Americans compare in their
perceptions of ethnic identity?

24. Writing Quantitative Hypotheses
Hypotheses
Prediction 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.

25. 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.

26. 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

27. 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

28. 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.

29. 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

30. 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 ?

31. 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

32. 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)

33. 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 ?)

34. 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)

35. 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.