The document discusses the research process in education, beginning with identifying and defining a research problem. It describes reviewing literature, specifying the research purpose, collecting and analyzing data, and writing a report. It provides examples of how problems are identified through observation, data collection, and literature reviews. It also discusses developing a theoretical framework, hypotheses, research definitions and variables, as well as the purposes of research such as basic, applied, evaluation, and research and development.
11 creswell, specifying purpose and hypothesis 20-32QothrunNadaMaruf
The document discusses how to write purpose statements and research questions for qualitative research. Unlike quantitative research, qualitative research does not use hypotheses but instead focuses on exploring a central phenomenon through open-ended questions. The purpose statement should indicate an intent to understand the central phenomenon by studying individuals at a research site. Research questions may emerge and change during the study as understanding of the phenomenon deepens through interactions with participants.
The document provides guidance on developing a theoretical framework and conceptual framework for a research study. It defines what a theoretical framework and conceptual framework are and their importance. A theoretical framework introduces and describes the theory that explains the research problem, and is developed by examining the research topic and identifying relevant theories, concepts, and variables from literature. A conceptual framework is a diagram that shows the hypothesized relationships among variables, making the research arguments easier to understand. It represents variables as shapes and relationships between variables as arrows. The document also discusses developing hypotheses and the different types of variables and relationships that can be hypothesized.
This document discusses the use of theory in quantitative, qualitative, and mixed methods research. It provides definitions of theory for quantitative research as sets of interrelated variables and hypotheses about relationships between variables. Qualitative research may use theoretical lenses to guide examination of important issues and populations. Theories in qualitative research can emerge inductively from themes in the data. Mixed methods research can incorporate deductive testing and inductive emerging theories, and theories can act as lenses to guide studies.
The document discusses key aspects of developing a theoretical framework and conducting data analysis for research. It covers identifying a broad problem area and refining the problem definition. A theoretical framework outlines the relationships between relevant variables and influences on the situation. Hypotheses are then developed as testable statements about these relationships. Research design components include the study purpose, type of investigation, data collection methods, and time horizon. The document provides examples and explanations of these various elements of quantitative research.
The document discusses key concepts in developing a theoretical framework and hypotheses for research. It defines a theoretical framework as identifying the important variables and relationships between them. Hypotheses are testable statements developed based on this framework. Variables can be dependent (outcome), independent (predictor), moderating, or intervening. The theoretical framework forms the basis of the research by conceptualizing these relationships between variables.
The document discusses different types of research:
- Exploratory research is flexible and informal, used to gain background on a problem. It does not provide conclusive evidence but informs subsequent research.
- Descriptive research describes characteristics but not causes. Cross-sectional studies measure variables at one time; longitudinal studies do so over time.
- Correlational research determines the relationship between variables but cannot indicate causation. The correlation coefficient measures strength and direction of relationships.
- Explanatory research aims to understand relationships between independent and dependent variables to explain phenomena rather than just report them. It tests and advances theoretical explanations.
The document discusses the theoretical framework of a research study. A theoretical framework explains the relationship between different variables or concepts that are relevant to the research problem under investigation. It involves identifying dependent and independent variables and theorizing how they may be related. Developing a theoretical framework allows researchers to hypothesize relationships between variables and improve understanding of the problem dynamics. The framework helps establish the conceptual foundation for the research and allows relationships to be tested.
11 creswell, specifying purpose and hypothesis 20-32QothrunNadaMaruf
The document discusses how to write purpose statements and research questions for qualitative research. Unlike quantitative research, qualitative research does not use hypotheses but instead focuses on exploring a central phenomenon through open-ended questions. The purpose statement should indicate an intent to understand the central phenomenon by studying individuals at a research site. Research questions may emerge and change during the study as understanding of the phenomenon deepens through interactions with participants.
The document provides guidance on developing a theoretical framework and conceptual framework for a research study. It defines what a theoretical framework and conceptual framework are and their importance. A theoretical framework introduces and describes the theory that explains the research problem, and is developed by examining the research topic and identifying relevant theories, concepts, and variables from literature. A conceptual framework is a diagram that shows the hypothesized relationships among variables, making the research arguments easier to understand. It represents variables as shapes and relationships between variables as arrows. The document also discusses developing hypotheses and the different types of variables and relationships that can be hypothesized.
This document discusses the use of theory in quantitative, qualitative, and mixed methods research. It provides definitions of theory for quantitative research as sets of interrelated variables and hypotheses about relationships between variables. Qualitative research may use theoretical lenses to guide examination of important issues and populations. Theories in qualitative research can emerge inductively from themes in the data. Mixed methods research can incorporate deductive testing and inductive emerging theories, and theories can act as lenses to guide studies.
The document discusses key aspects of developing a theoretical framework and conducting data analysis for research. It covers identifying a broad problem area and refining the problem definition. A theoretical framework outlines the relationships between relevant variables and influences on the situation. Hypotheses are then developed as testable statements about these relationships. Research design components include the study purpose, type of investigation, data collection methods, and time horizon. The document provides examples and explanations of these various elements of quantitative research.
The document discusses key concepts in developing a theoretical framework and hypotheses for research. It defines a theoretical framework as identifying the important variables and relationships between them. Hypotheses are testable statements developed based on this framework. Variables can be dependent (outcome), independent (predictor), moderating, or intervening. The theoretical framework forms the basis of the research by conceptualizing these relationships between variables.
The document discusses different types of research:
- Exploratory research is flexible and informal, used to gain background on a problem. It does not provide conclusive evidence but informs subsequent research.
- Descriptive research describes characteristics but not causes. Cross-sectional studies measure variables at one time; longitudinal studies do so over time.
- Correlational research determines the relationship between variables but cannot indicate causation. The correlation coefficient measures strength and direction of relationships.
- Explanatory research aims to understand relationships between independent and dependent variables to explain phenomena rather than just report them. It tests and advances theoretical explanations.
The document discusses the theoretical framework of a research study. A theoretical framework explains the relationship between different variables or concepts that are relevant to the research problem under investigation. It involves identifying dependent and independent variables and theorizing how they may be related. Developing a theoretical framework allows researchers to hypothesize relationships between variables and improve understanding of the problem dynamics. The framework helps establish the conceptual foundation for the research and allows relationships to be tested.
This document discusses research paradigms and the logic of research. It defines key concepts like paradigm, ontology, epistemology and methodology. It outlines three main research paradigms - positivism, post-positivism, and critical theory - and how they differ in their basic beliefs and positions on practical research issues. The document also examines different logics of inquiry like induction, deduction, retroduction, and abduction; and how researchers can take a combined approach using elements of multiple strategies.
This document discusses key concepts related to operationalizing and measuring variables in research. It defines constructs, operational definitions, scales of measurement, and different modalities of measurement. Specifically, it explains that researchers must operationally define abstract concepts by developing clear rules for measurement. Variables can be measured directly or indirectly, and must be defined conceptually and operationally. Measurement involves assigning numerals to objects or events according to specific rules and can occur on scales involving multiple observed items that capture an underlying latent variable. Researchers must also consider validity, reliability, and different modalities of measurement including self-report, physiological, and behavioral measures.
This document discusses concepts, constructs, and conceptual systems. It defines a concept as a generic idea or thought developed from experiences that are used to make sense of the world. Concepts are the building blocks of thinking. Constructs refer to higher order concepts that group concepts together at a higher level of abstraction. Variables are a type of construct that have different levels or values. Conceptual systems link concepts together to represent relationships and provide understanding of reality by identifying, organizing, and explaining phenomena. The goal of conceptual systems is to achieve understanding to satisfy goals of satisfaction and control.
This document discusses key concepts in conceptualization and measurement in social science research. It defines concepts, independent and dependent variables, and units of analysis and observation. It also discusses strategies for developing concepts, such as focusing on defining attributes. The document then covers levels of measurement, including nominal, ordinal, interval and ratio scales. It emphasizes that good measures are sensitive, valid and reliable. It provides guidance on assessing validity, such as through convergent and divergent tests, and reliability, using methods like test-retest and Cronbach's alpha.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing context and rationale for developing hypotheses, observations, research designs, and interpretations in a research study. A conceptual framework outlines possible approaches to an idea. Developing a framework involves selecting concepts, identifying their relationships, defining the concepts operationally, and formulating a theoretical rationale based on literature. Frameworks guide the research process and can be tested through descriptive, explanatory, or predictive research depending on the theory. Nursing frameworks help define nursing's unique phenomena of interest.
Research problem, hypothesis & conceptual frameworkMeghana Sudhir
The document discusses sources of research problems, developing hypotheses, and conceptual frameworks. It provides the following key points:
1. Research problems can come from experience, literature, or existing theories. Developing a problem involves selecting a topic and narrowing it.
2. Hypotheses predict relationships between variables and can be inductive, deductive, simple or complex. They are tested statistically but never proven.
3. Conceptual frameworks organize ideas and provide guidance for research. Theories summarize phenomena and help make findings meaningful and generalizable.
The document discusses foundational concepts in research including ontology, epistemology, methods, methodology, research design, and research strategy. It then outlines four main research strategies: inductive, deductive, retroductive, and abductive. The inductive strategy builds theories from observations. The deductive strategy tests hypotheses derived from theories. The retroductive strategy seeks to discover underlying mechanisms to explain observations. The abductive strategy aims to understand social phenomena through the interpretations of social actors.
The document discusses various steps and aspects of research methodology. It begins by outlining the three steps in identifying a research problem: 1) selecting a discipline, 2) selecting a particular aspect within that discipline, and 3) identifying two or more specific topics within the broad area. It then discusses criteria for a good research problem, sources of research problems, and the importance of reviewing relevant literature. It also defines hypotheses, describes different types of hypotheses, and explains the purpose and types of research design.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing rationale for relationships between variables in a study. A conceptual framework outlines possible approaches to an idea. Developing a framework involves selecting concepts, identifying relationships between them, defining concepts operationally, and formulating a theoretical rationale through literature review. Frameworks guide research by informing hypothesis development and data analysis. Descriptive theories classify phenomena while explanatory theories specify relationships and predictive theories predict relationships. Frameworks must be clearly identified and consistent with the research topic.
MELJUN CORTES research seminar_1__theoretical_framework_2nd_updatedMELJUN CORTES
The document discusses various frameworks and methodologies for theoretical and conceptual frameworks in research, including:
1) Nunamaker's multi-methodological approach to IS research which combines observation, theory building, systems development, and experimentation.
2) The software engineering research methodology which has three phases - conceptual, formal, and developmental.
3) The DAGS framework which integrates design science, action research, grounded theory, and system development methodologies.
4) Grounded theory which is an inductive methodology that allows theories to emerge from data through constant comparison and theoretical sampling.
The theoretical framework identifies the key variables in a research problem and the relationships between them. It acts as a map to guide the research by conceptualizing all factors contributing to the problem and generating hypotheses. The framework should include clearly defined variables such as the dependent, independent, moderating, and mediating variables. It also specifies the nature and expected direction of the relationships between two or more variables through diagrams and explanations.
This document discusses the importance of theoretical frameworks in research. It defines a theoretical framework as providing context and rationale for developing hypotheses, research designs, and interpretations. A theory consists of interrelated concepts and propositions that explain relationships between variables. Theoretical frameworks can be used to guide the entire research process, from generating hypotheses to interpreting results. Developing a strong theoretical framework involves selecting concepts, defining relationships, and formulating a logical rationale through a literature review. Frameworks should be critiqued for clarity, consistency with the research topic, and ability to support hypothesis formation.
The document discusses conceptual frameworks, including what they are, how they should be structured, and their purposes. It defines a conceptual framework as a visual or narrative explanation of the key variables or concepts in a study and their relationships. It notes conceptual frameworks should identify relevant variables, define concepts, outline relationships between inputs and outputs, and help explain answers to research questions. The document provides steps for developing a conceptual framework, including identifying concepts, defining and operationalizing them, and showing relationships between variables. It includes an example conceptual framework on women's autonomy in household decision making.
Research variable - Chinn and Kramer stated that variables are concepts at different levels of the abstraction that are concisely defined to promote their measurement or manipulation with in study.
A research objective is a clear, concise, declarative statement, which provides direction to investigate the variables under the study.
This document defines and discusses different types of hypotheses used in research. It begins by defining a hypothesis as an educated guess formulated to explain observed facts and guide further investigation. The main types discussed are:
1. Research hypotheses, which can be attributive (describing attributes), associative (relationships between variables), or causal (explaining cause and effect).
2. Null hypotheses, which state that no significant difference or relationship exists.
3. Question form hypotheses, used when the relationship between variables is unclear.
The document also lists characteristics of a good hypothesis, importance of hypotheses, sources of hypotheses, and difficulties in formulating hypotheses.
This presentation discusses conceptual and theoretical frameworks. It defines conceptual frameworks as visual or written explanations of key factors, concepts, and relationships in a study. Theoretical frameworks provide logical structure representing concepts and relationships to guide a study. The presentation distinguishes conceptual frameworks as explaining variables and relationships, while theoretical frameworks connect a study to existing theories and knowledge. Attendees will learn to define, explain, distinguish, and identify variables in conceptual and theoretical frameworks.
The document discusses theories and the theoretical framework in research. It defines a theory as an organized set of concepts and principles that aim to explain a phenomenon. Theorizing is the process of systematically developing ideas to understand a phenomenon. A theoretical framework provides the basis for research and helps explain why a problem exists. It should specify the theories used, relevant concepts, and relationships between variables. The conceptual framework operationalizes the theoretical framework by identifying variables and relationships to give direction to the study. Different research designs are needed depending on whether the study involves qualitative or quantitative data analysis.
This document discusses hypothesis and sampling. It defines a hypothesis as a proposition about variables that can be empirically tested. A hypothesis guides research by making predictions to be validated. Good hypotheses are clear, specific, testable, related to theory and techniques. Hypotheses can originate from hunches, other studies, theories, culture, analogy or experience. There are different types like simple, complex, directional and non-directional. Hypotheses are important as they focus research, test theories, describe phenomena and suggest policies or new theories.
This document discusses different types of research designs, including experimental and non-experimental designs. Experimental designs include within-group designs, between-group designs (such as two-group, multi-group, and factorial designs), and small N designs. Non-experimental designs discussed are quasi-experiments, correlational designs, and pseudo-experiments. The document provides details on the characteristics and advantages/disadvantages of each type of design.
This document provides an overview of the business research process. It discusses the key stages of research, including defining objectives, planning the design, sampling, data collection and analysis, and reporting. It also categorizes different types of research (exploratory, descriptive, causal) and explains their purposes and characteristics. The document emphasizes that properly defining the research problem is essential for useful business research.
Research process notes PPT; By Muthama, Japheth MutindaJapheth Muthama
To get a copy of the slides for free Email me at: japhethmuthama@gmail.com
You can also support my PhD studies by donating a 1 dollar to my PayPal.
PayPal ID is japhethmuthama@gmail.com
This document discusses research paradigms and the logic of research. It defines key concepts like paradigm, ontology, epistemology and methodology. It outlines three main research paradigms - positivism, post-positivism, and critical theory - and how they differ in their basic beliefs and positions on practical research issues. The document also examines different logics of inquiry like induction, deduction, retroduction, and abduction; and how researchers can take a combined approach using elements of multiple strategies.
This document discusses key concepts related to operationalizing and measuring variables in research. It defines constructs, operational definitions, scales of measurement, and different modalities of measurement. Specifically, it explains that researchers must operationally define abstract concepts by developing clear rules for measurement. Variables can be measured directly or indirectly, and must be defined conceptually and operationally. Measurement involves assigning numerals to objects or events according to specific rules and can occur on scales involving multiple observed items that capture an underlying latent variable. Researchers must also consider validity, reliability, and different modalities of measurement including self-report, physiological, and behavioral measures.
This document discusses concepts, constructs, and conceptual systems. It defines a concept as a generic idea or thought developed from experiences that are used to make sense of the world. Concepts are the building blocks of thinking. Constructs refer to higher order concepts that group concepts together at a higher level of abstraction. Variables are a type of construct that have different levels or values. Conceptual systems link concepts together to represent relationships and provide understanding of reality by identifying, organizing, and explaining phenomena. The goal of conceptual systems is to achieve understanding to satisfy goals of satisfaction and control.
This document discusses key concepts in conceptualization and measurement in social science research. It defines concepts, independent and dependent variables, and units of analysis and observation. It also discusses strategies for developing concepts, such as focusing on defining attributes. The document then covers levels of measurement, including nominal, ordinal, interval and ratio scales. It emphasizes that good measures are sensitive, valid and reliable. It provides guidance on assessing validity, such as through convergent and divergent tests, and reliability, using methods like test-retest and Cronbach's alpha.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing context and rationale for developing hypotheses, observations, research designs, and interpretations in a research study. A conceptual framework outlines possible approaches to an idea. Developing a framework involves selecting concepts, identifying their relationships, defining the concepts operationally, and formulating a theoretical rationale based on literature. Frameworks guide the research process and can be tested through descriptive, explanatory, or predictive research depending on the theory. Nursing frameworks help define nursing's unique phenomena of interest.
Research problem, hypothesis & conceptual frameworkMeghana Sudhir
The document discusses sources of research problems, developing hypotheses, and conceptual frameworks. It provides the following key points:
1. Research problems can come from experience, literature, or existing theories. Developing a problem involves selecting a topic and narrowing it.
2. Hypotheses predict relationships between variables and can be inductive, deductive, simple or complex. They are tested statistically but never proven.
3. Conceptual frameworks organize ideas and provide guidance for research. Theories summarize phenomena and help make findings meaningful and generalizable.
The document discusses foundational concepts in research including ontology, epistemology, methods, methodology, research design, and research strategy. It then outlines four main research strategies: inductive, deductive, retroductive, and abductive. The inductive strategy builds theories from observations. The deductive strategy tests hypotheses derived from theories. The retroductive strategy seeks to discover underlying mechanisms to explain observations. The abductive strategy aims to understand social phenomena through the interpretations of social actors.
The document discusses various steps and aspects of research methodology. It begins by outlining the three steps in identifying a research problem: 1) selecting a discipline, 2) selecting a particular aspect within that discipline, and 3) identifying two or more specific topics within the broad area. It then discusses criteria for a good research problem, sources of research problems, and the importance of reviewing relevant literature. It also defines hypotheses, describes different types of hypotheses, and explains the purpose and types of research design.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing rationale for relationships between variables in a study. A conceptual framework outlines possible approaches to an idea. Developing a framework involves selecting concepts, identifying relationships between them, defining concepts operationally, and formulating a theoretical rationale through literature review. Frameworks guide research by informing hypothesis development and data analysis. Descriptive theories classify phenomena while explanatory theories specify relationships and predictive theories predict relationships. Frameworks must be clearly identified and consistent with the research topic.
MELJUN CORTES research seminar_1__theoretical_framework_2nd_updatedMELJUN CORTES
The document discusses various frameworks and methodologies for theoretical and conceptual frameworks in research, including:
1) Nunamaker's multi-methodological approach to IS research which combines observation, theory building, systems development, and experimentation.
2) The software engineering research methodology which has three phases - conceptual, formal, and developmental.
3) The DAGS framework which integrates design science, action research, grounded theory, and system development methodologies.
4) Grounded theory which is an inductive methodology that allows theories to emerge from data through constant comparison and theoretical sampling.
The theoretical framework identifies the key variables in a research problem and the relationships between them. It acts as a map to guide the research by conceptualizing all factors contributing to the problem and generating hypotheses. The framework should include clearly defined variables such as the dependent, independent, moderating, and mediating variables. It also specifies the nature and expected direction of the relationships between two or more variables through diagrams and explanations.
This document discusses the importance of theoretical frameworks in research. It defines a theoretical framework as providing context and rationale for developing hypotheses, research designs, and interpretations. A theory consists of interrelated concepts and propositions that explain relationships between variables. Theoretical frameworks can be used to guide the entire research process, from generating hypotheses to interpreting results. Developing a strong theoretical framework involves selecting concepts, defining relationships, and formulating a logical rationale through a literature review. Frameworks should be critiqued for clarity, consistency with the research topic, and ability to support hypothesis formation.
The document discusses conceptual frameworks, including what they are, how they should be structured, and their purposes. It defines a conceptual framework as a visual or narrative explanation of the key variables or concepts in a study and their relationships. It notes conceptual frameworks should identify relevant variables, define concepts, outline relationships between inputs and outputs, and help explain answers to research questions. The document provides steps for developing a conceptual framework, including identifying concepts, defining and operationalizing them, and showing relationships between variables. It includes an example conceptual framework on women's autonomy in household decision making.
Research variable - Chinn and Kramer stated that variables are concepts at different levels of the abstraction that are concisely defined to promote their measurement or manipulation with in study.
A research objective is a clear, concise, declarative statement, which provides direction to investigate the variables under the study.
This document defines and discusses different types of hypotheses used in research. It begins by defining a hypothesis as an educated guess formulated to explain observed facts and guide further investigation. The main types discussed are:
1. Research hypotheses, which can be attributive (describing attributes), associative (relationships between variables), or causal (explaining cause and effect).
2. Null hypotheses, which state that no significant difference or relationship exists.
3. Question form hypotheses, used when the relationship between variables is unclear.
The document also lists characteristics of a good hypothesis, importance of hypotheses, sources of hypotheses, and difficulties in formulating hypotheses.
This presentation discusses conceptual and theoretical frameworks. It defines conceptual frameworks as visual or written explanations of key factors, concepts, and relationships in a study. Theoretical frameworks provide logical structure representing concepts and relationships to guide a study. The presentation distinguishes conceptual frameworks as explaining variables and relationships, while theoretical frameworks connect a study to existing theories and knowledge. Attendees will learn to define, explain, distinguish, and identify variables in conceptual and theoretical frameworks.
The document discusses theories and the theoretical framework in research. It defines a theory as an organized set of concepts and principles that aim to explain a phenomenon. Theorizing is the process of systematically developing ideas to understand a phenomenon. A theoretical framework provides the basis for research and helps explain why a problem exists. It should specify the theories used, relevant concepts, and relationships between variables. The conceptual framework operationalizes the theoretical framework by identifying variables and relationships to give direction to the study. Different research designs are needed depending on whether the study involves qualitative or quantitative data analysis.
This document discusses hypothesis and sampling. It defines a hypothesis as a proposition about variables that can be empirically tested. A hypothesis guides research by making predictions to be validated. Good hypotheses are clear, specific, testable, related to theory and techniques. Hypotheses can originate from hunches, other studies, theories, culture, analogy or experience. There are different types like simple, complex, directional and non-directional. Hypotheses are important as they focus research, test theories, describe phenomena and suggest policies or new theories.
This document discusses different types of research designs, including experimental and non-experimental designs. Experimental designs include within-group designs, between-group designs (such as two-group, multi-group, and factorial designs), and small N designs. Non-experimental designs discussed are quasi-experiments, correlational designs, and pseudo-experiments. The document provides details on the characteristics and advantages/disadvantages of each type of design.
This document provides an overview of the business research process. It discusses the key stages of research, including defining objectives, planning the design, sampling, data collection and analysis, and reporting. It also categorizes different types of research (exploratory, descriptive, causal) and explains their purposes and characteristics. The document emphasizes that properly defining the research problem is essential for useful business research.
Research process notes PPT; By Muthama, Japheth MutindaJapheth Muthama
To get a copy of the slides for free Email me at: japhethmuthama@gmail.com
You can also support my PhD studies by donating a 1 dollar to my PayPal.
PayPal ID is japhethmuthama@gmail.com
This document outlines the key steps in the research process, including:
1) Identifying a research problem and formulating objectives and hypotheses;
2) Reviewing relevant literature;
3) Identifying variables and developing a research design;
4) Collecting and analyzing data; and
5) Drawing conclusions and communicating findings. It emphasizes important considerations at each step like ensuring objectives are measurable and hypotheses are testable. The overall process is presented as a logical series of interconnected phases.
Mba2216 business research week 2 research process 0613Stephen Ong
The document discusses the research process and different types of business research. It covers:
1. Types of research including exploratory, descriptive, and causal research. Exploratory research investigates problems without clear answers, descriptive research provides information about characteristics, and causal research identifies cause-and-effect relationships.
2. The stages of the research process including defining objectives, designing the study, collecting and analyzing data, and reporting conclusions. Earlier stages influence later ones.
3. Defining the research problem and objectives is the critical first step to provide direction for the study. Both exploratory and causal research may be used depending on the level of existing knowledge.
Learn the process of Research.
Research process consists of a series of actions or steps necessary to carry out research. It guides a researcher to conduct research in a planned and organized sequence.
Chapter 3 The Research Process: The broad problem area and defining the pro...Nardin A
The document discusses the research process and developing a problem statement. It begins by explaining that a broad problem area refers to an overall situation where research is needed, and provides examples of broad problems that could be observed in a workplace. It then discusses how to collect preliminary data through secondary sources to understand the context and existing research. A literature review should identify important variables and previous findings related to the problem. The goal is to narrow the broad problem into a clear, precise problem statement that is relevant, feasible and interesting to research. Finally, it provides examples of properly formatted citations and references.
This document discusses the importance and components of a theoretical framework. It defines a theory as being based on empirical evidence and making predictions about future behaviors. A theoretical framework provides the broad context and foundations for a research study by presenting known relationships among variables. It should identify the key variables, discuss their relationships as described in previous research, and show how the current study fits within the broader field. The theoretical framework is the foundational basis for a research project.
The document provides an overview of the research methodology process. It discusses defining the research problem, reviewing literature, formulating hypotheses, and establishing research objectives. The key steps are:
1) Defining the research problem by identifying and selecting a problem to study based on criteria like interest and feasibility.
2) Reviewing relevant literature to understand previous work and identify gaps.
3) Formulating testable hypotheses about relationships between variables based on theories and findings from the literature.
4) Establishing clear and achievable research objectives to directly answer the research problem.
The document discusses different types of research:
- Exploratory research is flexible and informal, used to gain background on a problem. It does not provide conclusive evidence but informs subsequent research.
- Descriptive research describes characteristics but not causes. It can profile populations through cross-sectional or longitudinal studies.
- Correlational research determines the relationship between variables but cannot prove causation. The correlation coefficient indicates the strength and direction of relationships.
- Explanatory research aims to understand relationships between independent and dependent variables to explain phenomena rather than just report observations. It tests and advances theoretical explanations.
This document provides an overview of research methodology in psychology. It discusses key concepts like variables, hypotheses, experimental design, and methods of data collection and analysis. Research methods can be descriptive, correlational, or experimental. Experimental research involves manipulating an independent variable and measuring its effects on a dependent variable while controlling for other influences. Critical aspects of research like controlling for biases, ensuring validity and reliability are also covered.
Quantitative and research methods in businessSidharthanSD
Research can be defined as a systematic effort to gain new knowledge. The main objectives of research are to discover answers to questions, gain familiarity with phenomena, and test hypotheses. Research provides motivation through opportunities to advance knowledge, solve problems, gain intellectual satisfaction, and benefit society. The scope of research depends on the field but commonly includes product development, organizational improvement, understanding consumer behavior, portfolio management, and developing strategies. Research can be descriptive or analytical, applied or fundamental, quantitative or qualitative, and conceptual or empirical. Key variables include independent, dependent, extraneous, constructs, mediators, moderators, and suppressor variables.
Research involves systematically searching for answers to questions in an organized manner. It aims to find answers through objective and logical procedures. Research problems are identified through various sources like readings, field experience, and consultations. Defining the research problem clearly through reviewing relevant literature is an important step in formulating the research.
The document provides an overview of research methodology concepts for business research. It discusses various stages of the research process including formulating the research problem, literature review, developing hypotheses, research design, data collection and analysis, and reporting findings. It also defines different types of research such as descriptive research, causal research, and exploratory research. Additionally, it outlines criteria for good research, challenges in research, and the role of research in business decision making.
This document provides an overview of descriptive research. Descriptive research describes characteristics or phenomena as they naturally occur without influencing or manipulating variables. It can be used to identify problems, develop hypotheses for further research, and make predictions. The key types of descriptive research discussed are survey research, which collects data from populations to describe trends or opinions; interrelationship research including case studies, causal-comparative research, and correlational research; and developmental research which studies phenomena over time. Descriptive research is useful in education for identifying issues, gathering data to inform decision making, and establishing baseline information.
Research is a systematic inquiry to describe, explain, predict and control the observed phenomenon. Research involves inductive and deductive methods (Babbie, 1998). Inductive methods analyze the observed phenomenon and identify the general principles, structures, or processes underlying the phenomenon observed; deductive methods verify the hypothesized principles through observations. The purposes are different: one is to develop explanations, and the other is to test the validity of the explanations.
The document outlines the scientific method of investigation which involves several key steps: defining the problem, reviewing related literature, formulating a hypothesis, developing a research design, collecting data, analyzing the data, and drawing a conclusion. It also discusses two common research methods - surveys and observation - outlining their advantages and disadvantages. Finally, it discusses the importance of psychology in understanding human behavior scientifically and applying findings to solve problems.
This document provides an overview of key concepts in research methodology, including variables and their types, research objectives, hypotheses, research questions, and ethics. It defines variables as concepts that can take on different values, distinguishing between continuous, discrete, dependent, independent, controlled, confounding, intervening, extraneous, and organismic variables. It also outlines levels of measurement including nominal, ordinal, interval, and ratio scales. Research objectives are described as lay descriptions of what a research project aims to achieve. Hypotheses are defined as tentative statements about solving a problem that can be empirically tested. Research questions are broader focus areas that may be narrowed through investigative questions. Finally, it notes that research involving human participants raises unique ethical
1. Choosing an idea based solely on personal interest without considering its feasibility, importance, or contribution to knowledge.
2. Failing to critically evaluate one's initial idea and consider alternatives that may be more suitable.
3. Pursuing a trivial or unimportant topic that lacks conceptual foundation or significance.
4. Attempting a project that is too large in scope given available time and resources.
5. Duplicating work that has already been adequately reported in the literature.
This document provides an overview of research design and methods. It defines key terms like research design, sampling design, observational design, and operational design. It discusses the features of a good research design and different types of research designs, including experimental, field, and observational research. It also covers important concepts in research design such as variables, hypotheses, and the differences between induction and deduction. The document is intended as a presentation for students to teach them about research design and methodology.
This document discusses the key parts of a research paper, including the introduction/rationale, problem statement, and variables. The introduction provides background and justification for the research topic. The problem statement clearly defines the research problem and may include objectives and research questions. Variables are concepts that are measured in research, including the independent variable that influences the dependent variable. The relationship between variables can be moderated by additional variables.
The PowerPoint presentation notes provided cover the fundamental aspects of research, its nature, characteristics, purpose, and various research methods. The presentation begins by defining research as a scientific and systematic search for pertinent information on a specific topic. It emphasizes the careful investigation and inquiry required to expand knowledge and move from the known to the unknown.
The nature of research is discussed, highlighting its relevance to academics, policy makers, and practitioners, and the need for a trans-disciplinary approach. The notes also stress the contextual nature of research, making it difficult to replicate, and emphasize the importance of disseminating and exploiting research findings.
The characteristics of research are outlined, including the need for a clear question or problem, articulation of goals, specific plans of procedure, and the division of complex problems into manageable sub-problems. It is highlighted that research is guided by research problems, questions, or hypotheses and relies on critical assumptions. Collection and interpretation of data are crucial for resolving the research problem.
The purpose of research is explored, emphasizing its goal of adding to existing knowledge through scientific methods. The four primary purposes of research, namely exploration, description, causal explanation, and prediction, are explained. Exploration refers to the examination of previously unexplored phenomena, while description involves gathering data-based information. Causal explanation aims to establish cause-and-effect relationships, and prediction seeks to anticipate future events based on plausible explanations.
The presentation also introduces quantitative and qualitative research methods. Quantitative methods, including inferential, experimental, simulation, and descriptive approaches, are discussed, highlighting their ability to examine cause and effect, describe characteristics, and explore relationships between variables. Qualitative methods, such as phenomenological, ethnographic, and grounded theory approaches, are mentioned, emphasizing their focus on understanding lived experiences, cultural aspects, and theory development.
Overall, the presentation notes provide a comprehensive overview of research, covering its definition, nature, characteristics, purpose, and different methods employed.
This document discusses various research methods and objectives that can be achieved through research. It describes 8 main objectives: 1) categorize, 2) describe, 3) explain, 4) evaluate, 5) compare, 6) correlate, 7) predict, and 8) control. It also outlines different types of research methods including descriptive, comparative, correlational, causal comparative, experimental, case study, phenomenology, ethnography, grounded theory, and mixed methods. Finally, it discusses various research designs such as historical, descriptive, correlation, comparative, experimental, simulation, evaluation, action, and ethnological.
This document discusses various research methods including descriptive research, case study, and experimental research. Descriptive research aims to examine current situations to establish norms by using methods like surveys. Case study involves an in-depth investigation of a small number of cases like individuals or groups. Experimental research aims to isolate and control conditions to observe the effects of manipulating independent variables on dependent variables.
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Research process By Sir Abdul Qayum khan
1. IN THE NAME OF ALLAH THE MOST MERCIFUL THE MOST GRACIOUS AND THE MOST HELPFUL
2. Research Process inResearch Process in
EducationEducation
Research Process inResearch Process in
EducationEducation
By AQ KhanBy AQ KhanBy AQ KhanBy AQ Khan
3. RESEARCH PROCESSRESEARCH PROCESS
Identify and Define Research ProblemIdentify and Define Research Problem
Reviewing the LiteratureReviewing the Literature
Specifying the Purpose of ResearchSpecifying the Purpose of Research
Data collectionData collection
Data AnalysisData Analysis
Report Writing and Evaluating ResearchReport Writing and Evaluating Research
4. What is a problem?What is a problem?
. . . any situation where a gap exists between. . . any situation where a gap exists between
the actual and the desired state.the actual and the desired state.
A problem does not necessarily mean thatA problem does not necessarily mean that
something is seriously wrong. It could simplysomething is seriously wrong. It could simply
indicate an interest in improving an existingindicate an interest in improving an existing
situation. Thus, problem definitions can includesituation. Thus, problem definitions can include
both existing problems in the current situation asboth existing problems in the current situation as
well as the quest for idealistic states in the future.well as the quest for idealistic states in the future.
For Example : Beside the other barriers “DisruptiveFor Example : Beside the other barriers “Disruptive
Behavior “in Secondary Schools has become a bigBehavior “in Secondary Schools has become a big
challenge for teachers especially after 131challenge for teachers especially after 131stst
Bill NABill NA
in 2012 against the physical punishment in schools.in 2012 against the physical punishment in schools.
RESEARCH PROCESS – Research ProblemRESEARCH PROCESS – Research Problem
5. How are problems identified?
1. Observation – Educational manager/researcher
senses that changes are occurring, or that some new
behaviors, attitudes, feelings, communication patterns,
etc., are surfacing in one’s environment. The manager
may not understand exactly what is happening, but can
definitely sense that things are not what they should
be.
2. Preliminary Data Collection – use of interviews, both
unstructured and structured, to get an idea or “feel” for
what is happening in the situation.
3. Literature Survey – a comprehensive review of the
published and unpublished work from secondary
sources of data in the areas related to the problem.
RESEARCH PROCESS – Problem IdentificationRESEARCH PROCESS – Problem Identification
6. Theory = a systematic set of relationshipsTheory = a systematic set of relationships
providing a consistent and comprehensiveproviding a consistent and comprehensive
explanation of a phenomenon. In practice, aexplanation of a phenomenon. In practice, a
theory is a researcher’s attempt to specifytheory is a researcher’s attempt to specify
the entire set of dependence relationshipsthe entire set of dependence relationships
explaining a particular set of outcomes.explaining a particular set of outcomes.
Theory is based on prior empiricalTheory is based on prior empirical
research, past experiences and observationsresearch, past experiences and observations
of behavior, attitudes, or other phenomena,of behavior, attitudes, or other phenomena,
and other theories that provide a perspectiveand other theories that provide a perspective
for developing possible relationships.for developing possible relationships.
Theory is used to prepare aTheory is used to prepare a theoreticaltheoretical
frameworkframework for the research.for the research.
RESEARCH PROCESS – Theory/PracticeRESEARCH PROCESS – Theory/Practice
7. Theoretical Framework =Theoretical Framework = a writtena written
description that includes a conceptual model.description that includes a conceptual model.
It integrates all the information about theIt integrates all the information about the
problem in a logical manner, describes theproblem in a logical manner, describes the
relationships among the variables, explainsrelationships among the variables, explains
the theory underlying these relationships, andthe theory underlying these relationships, and
indicates the nature and direction of theindicates the nature and direction of the
relationships.relationships...
RESEARCH PROCESS – TheoreticalRESEARCH PROCESS – Theoretical
FrameworkFramework
8. HypothesesHypotheses = preconceptions the= preconceptions the
researcher develops regarding theresearcher develops regarding the
relationships represented in therelationships represented in the
data, typically based on theory,data, typically based on theory,
practice or previous research.practice or previous research.
RESEARCH PROCESS – HypothesesRESEARCH PROCESS – Hypotheses
9. A literature survey ensures that:A literature survey ensures that:
1.1. Important variables likely to influence the problem areImportant variables likely to influence the problem are
not left out of the study.not left out of the study.
2.2. A clearer idea emerges regarding what variables areA clearer idea emerges regarding what variables are
most important to consider, why they are important,most important to consider, why they are important,
and how they should be investigated.and how they should be investigated.
3.3. The problem is more accurately and precisely defined.The problem is more accurately and precisely defined.
4.4. The interviews cover all important topics.The interviews cover all important topics.
5.5. The research hypotheses are testable.The research hypotheses are testable.
6.6. The research can be replicated.The research can be replicated.
7.7. One does not “reinvent the wheel”; that is, time is notOne does not “reinvent the wheel”; that is, time is not
wasted trying to rediscover something that is alreadywasted trying to rediscover something that is already
known.known.
For example all the literature on disruption andFor example all the literature on disruption and
classroom management constituted the literature forclassroom management constituted the literature for
review for conducting the study.review for conducting the study.
RESEARCH PROCESS – Problem IdentificationRESEARCH PROCESS – Problem Identification
10. RESEARCH PROCESS – DefinitionsRESEARCH PROCESS – Definitions
Variable = the observable and measurable characteristics/attributes theVariable = the observable and measurable characteristics/attributes the
researcher specifies, studies, and draws conclusions about.researcher specifies, studies, and draws conclusions about.
Types of VariablesTypes of Variables ::
• Independent variable =Independent variable = also called a predictor variable, it is a variable oralso called a predictor variable, it is a variable or
construct that influences or explains the dependent variable either in aconstruct that influences or explains the dependent variable either in a
positive or negative way.positive or negative way.
• Dependent variable =Dependent variable = also known as a criterion variable, it is a variable oralso known as a criterion variable, it is a variable or
construct the researcher hopes to understand, explain and/or predict.construct the researcher hopes to understand, explain and/or predict.
• Moderator variable =Moderator variable = a variable that has an effect on the independent –a variable that has an effect on the independent –
dependent variable relationship. The presence of a moderator variabledependent variable relationship. The presence of a moderator variable
modifies the original relationship between the independent and dependentmodifies the original relationship between the independent and dependent
variables by interacting with the independent variable to influence thevariables by interacting with the independent variable to influence the
strength of the relationship with the dependent variable.strength of the relationship with the dependent variable.
• Mediating variable =Mediating variable = also known as an intervening variable, it is a variablealso known as an intervening variable, it is a variable
that surfaces as a function of the independent variable and explains thethat surfaces as a function of the independent variable and explains the
relationship between the dependent and independent variables. Moderatorrelationship between the dependent and independent variables. Moderator
variables specify when certain effects will occur whereas mediators speak tovariables specify when certain effects will occur whereas mediators speak to
how or why such effects occur. Moreover, mediators explain how externalhow or why such effects occur. Moreover, mediators explain how external
events take on internal psychological significance.events take on internal psychological significance.
11. The Purposes of Research
Five categories
• Basic
• Applied
• Evaluation
• Research and
development (R & D)
• Action
12. The Purposes of Research
Basic research
Collection and analysis of data to develop or
enhance theory
Examples related to learning theory
• Piaget
• Constructivism
• Mastery learning
• Gardner’s multiple intelligences
13. The Purposes of Research
Applied research
Collection and analysis of data to examine the
usefulness of theory in solving practical
educational problems
Examples
Developing a seventh grade social studies
curriculum around a problem-solving approach to
learning
Examining the effectiveness of a computer-based
algebra program developed around a mastery
learning approach
Accommodating varied learning styles when
teaching lessons in modern literature
14. The Purposes of Research
Evaluation research
The collection and analysis of data to make
decisions related to the merit or worth of a
specific program
Merit relates to a program accomplishing
what it was supposed to accomplish
Worth relates to the value attached to a
program by those using it
15. The Purposes of Research
Research and development
The development of effective products for use in
schools
Examples
The development of the software to create a
computerized algebra program that
incorporates an individualized mastery
learning approach to teaching basic algebraic
concepts
The development of a Smart Board to
enhance a teacher’s use of technology in the
classroom
16. The Purposes of Research
Action research
The collection and analysis of data to
provide a solution to the practical, valued
problems of educators within their own
school or organization
Examples
How can our college move to a performance
based model for undergraduate teacher
preparation programs?
How can disciplinary policies be enforced
consistently in our school?
17. RESEARCHRESEARCH
DESIGNDESIGN – Types– Types
Research Design Alternatives – PurposeResearch Design Alternatives – Purpose ::
(1)(1) Exploratory –Exploratory – to formulate the problem, developto formulate the problem, develop
hypotheses, identify constructs,hypotheses, identify constructs, establish prioritiesestablish priorities
for research, refine ideas,for research, refine ideas, clarify concepts, etc.clarify concepts, etc.
(2)(2) Descriptive –Descriptive – to describe characteristics of certainto describe characteristics of certain
groups, estimate proportion of people in agroups, estimate proportion of people in a
populationpopulation who behave in a given way, andwho behave in a given way, and to maketo make
directionaldirectional predictions.predictions.
(3)(3) Causal –Causal – to provide evidence of the relationshipsto provide evidence of the relationships
between variables, the sequence in which eventsbetween variables, the sequence in which events
occur, and/or to eliminate otheroccur, and/or to eliminate other possiblepossible
explanations.explanations.
18. Two Broad ApproachesTwo Broad Approaches ::
1.1. Qualitative.Qualitative.
2.2. Quantitative.Quantitative.
Research DesignResearch Design ––
ApproachesApproaches
19. Role of Qualitative ResearchRole of Qualitative Research ::
Search of academic and professionalSearch of academic and professional
literature (both traditional & Internet).literature (both traditional & Internet).
Use of interviews, brainstorming, focus groups.Use of interviews, brainstorming, focus groups.
Internalization of how others have undertakenInternalization of how others have undertaken
both qualitative and quantitative research.both qualitative and quantitative research.
Use of existing questionnaires/constructs.Use of existing questionnaires/constructs.
Outcome of Qualitative ResearchOutcome of Qualitative Research ::
Improve conceptualization.Improve conceptualization.
Clarify research design, including data collectionClarify research design, including data collection
approach.approach.
Draft questionnaire.Draft questionnaire.
RESEARCH DESIGNRESEARCH DESIGN
20. Role of Quantitative ResearchRole of Quantitative Research ::
Quantify data and generalize results fromQuantify data and generalize results from
sample to population.sample to population.
Facilitates examination of large number ofFacilitates examination of large number of
representative cases.representative cases.
Structured approach to data collection.Structured approach to data collection.
Enables extensive statistical analysis.Enables extensive statistical analysis.
Outcome of Quantitative ResearchOutcome of Quantitative Research ::
Validation of qualitative research findings.Validation of qualitative research findings.
Confirmation of hypotheses, theories, etc.Confirmation of hypotheses, theories, etc.
Recommend final course of action.Recommend final course of action.
RESEARCH DESIGNRESEARCH DESIGN
22. DATA COLLECTIONDATA COLLECTION
Selection of data collectionSelection of data collection
approachapproach??
• BudgetBudget
• Knowledge of issues – qualitativeKnowledge of issues – qualitative
vs. quantitativevs. quantitative
• Respondent ParticipationRespondent Participation
• Time AvailableTime Available
24. PRIMARY DATAPRIMARY DATA
Primary Data SourcesPrimary Data Sources ::
• Informal discussions;Informal discussions;
brainstormingbrainstorming
• Focus groupsFocus groups
• Observational MethodsObservational Methods
• Structured & Unstructured SurveysStructured & Unstructured Surveys
• ExperimentsExperiments
25. Purpose of QuestionnairesPurpose of Questionnaires::
• To obtain information that cannot be easilyTo obtain information that cannot be easily
observed or is not already available inobserved or is not already available in
written or electronic form.written or electronic form.
• Questionnaires enable researchers to measureQuestionnaires enable researchers to measure
concepts/constructs.concepts/constructs.
PRIMARY DATAPRIMARY DATA ––
QUESTIONNAIRESQUESTIONNAIRES
26. Steps in Questionnaire DesignSteps in Questionnaire Design ::
1.1. Initial Considerations – problem, objectives,Initial Considerations – problem, objectives,
target population, sampling, etc.target population, sampling, etc.
2.2. Clarification of Concepts – select variables,Clarification of Concepts – select variables,
constructs, measurement approach, etc.constructs, measurement approach, etc.
3.3. Developing the QuestionnaireDeveloping the Questionnaire
Length and sequence.Length and sequence.
Types of questions.Types of questions.
Sources of questions.Sources of questions.
Wording, coding, layout and instructions.Wording, coding, layout and instructions.
4.4. Pre-testing the Questionnaire.Pre-testing the Questionnaire.
5.5. Questionnaire Administration Planning.Questionnaire Administration Planning.
QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
27. Open-ended Questions = place no constraints on
respondents; i.e., they are free to answer in their own
words and to give whatever thoughts come to mind.
Closed-ended Questions = respondent is given the
option of choosing from a number of predetermined
answers.
Two Types of QuestionsTwo Types of Questions ::
1.1. Open-endedOpen-ended
2.2. Closed-endedClosed-ended
QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
30. QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
• How to increase respondent participation.How to increase respondent participation.
• How to screen out respondents that are not wanted andHow to screen out respondents that are not wanted and
still keep them happy.still keep them happy.
• What to say when respondents ask how to answer aWhat to say when respondents ask how to answer a
particular question.particular question.
• When concepts may not be easily understood, how toWhen concepts may not be easily understood, how to
define them.define them.
• When answer alternatives are to be read to respondentsWhen answer alternatives are to be read to respondents
(aided response) or not to be read (unaided response).(aided response) or not to be read (unaided response).
• How to follow branching or skip patterns.How to follow branching or skip patterns.
• When and how to probe.When and how to probe.
• How to end the interview.How to end the interview.
Issues – Interviewer-AssistedIssues – Interviewer-Assisted
InstructionsInstructions ::
31. Identify response bias for below questions:Identify response bias for below questions:
1.1. ““Do you advocate a lower speed limit to save human lives?”Do you advocate a lower speed limit to save human lives?”
2.2. ““About what time do you ordinarily do exercise?”About what time do you ordinarily do exercise?”
3.3. ““Would you favor increasing taxes to cope with the current fiscalWould you favor increasing taxes to cope with the current fiscal
crisis?”crisis?”
4.4. ““Don’t you see some danger in playing Boxing?”Don’t you see some danger in playing Boxing?”
5.5. ““What small appliance, such as countertop appliances, have youWhat small appliance, such as countertop appliances, have you
purchased in the past month?”purchased in the past month?”
6.6. ““When you buy ‘fast food,’ what percentage of the time do youWhen you buy ‘fast food,’ what percentage of the time do you
order each of the following types of food?”order each of the following types of food?”
7.7. ““Do you like to Cricket?”Do you like to Cricket?”
QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
32. Comments on Questions:Comments on Questions:
1.1. A loaded question because everyone wants to save lives. Also,A loaded question because everyone wants to save lives. Also,
it presumes that lower speed limits saves lives.it presumes that lower speed limits saves lives.
2.2. Too specific because respondents likely cannot remember theToo specific because respondents likely cannot remember the
exact number of times.exact number of times.
3.3. Ambiguous because don’t know if dinner is lunch or evening.Ambiguous because don’t know if dinner is lunch or evening.
4.4. Not specific enough about types of stores.Not specific enough about types of stores.
5.5. Overemphasis because refers to crisis.Overemphasis because refers to crisis.
6.6. Leading question because uses “danger” in sentence.Leading question because uses “danger” in sentence.
7.7. Answers likely to relate only to countertop appliances and notAnswers likely to relate only to countertop appliances and not
all small appliances.all small appliances.
8.8. Over generalization because does not specify time period.Over generalization because does not specify time period.
9.9. Ambiguous because may like orange juice for themselves, or forAmbiguous because may like orange juice for themselves, or for
their kids, but really do not know.their kids, but really do not know.
QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
33. • ObjectiveObjective: to identify possible shortcomings of: to identify possible shortcomings of
questionnaire.questionnaire.
• ApproachesApproaches – informal or formal.– informal or formal.
• Can assessCan assess::
• ability to perform meaningfulability to perform meaningful
analysesanalyses
• time to complete thetime to complete the
questionnairequestionnaire
• cost of data collectioncost of data collection
• which questions are relevantwhich questions are relevant
• whether key questions havewhether key questions have
been overlookedbeen overlooked
• sources of biassources of bias
• clarity of instructionsclarity of instructions
• cover lettercover letter
• clarity of questionsclarity of questions
• adequacy of codes andadequacy of codes and
categories for pre-categories for pre-
coded questionscoded questions
• quality of responsesquality of responses
• likely response ratelikely response rate
Pre-testing QuestionnairesPre-testing Questionnaires ::
QUESTIONNAIRE DESIGNQUESTIONNAIRE DESIGN
34. Scales = the approach used to measureScales = the approach used to measure
concepts (constructs).concepts (constructs).
Two OptionsTwo Options::
1.1. Use published scales.Use published scales.
2.2. Develop originalDevelop original
scales.scales.
Scale DevelopmentScale Development
36. Examples of Likert-Type ScalesExamples of Likert-Type Scales ::
““When I hear about a new restaurant , I eat there to seeWhen I hear about a new restaurant , I eat there to see
what it is like.”what it is like.”
Strongly Agree Neither Agree DisagreeStrongly Agree Neither Agree Disagree
StronglyStrongly
Agree SomewhatAgree Somewhat or Disagree Somewhator Disagree Somewhat
DisagreeDisagree
11 22 33 44
55
MEASUREMENT SCALESMEASUREMENT SCALES – Metric– Metric
““When I hear about a new restaurant , I eat there to seeWhen I hear about a new restaurant , I eat there to see
what it is like.”what it is like.”
StronglyStrongly StronglyStrongly
AgreeAgree
DisagreeDisagree
11 22 33 44
55
37. Summated Ratings ScalesSummated Ratings Scales ::
A scaling technique in which respondents are asked toA scaling technique in which respondents are asked to
indicate their degree of agreement or disagreement withindicate their degree of agreement or disagreement with
each of a number of statements. A subject’s attitudeeach of a number of statements. A subject’s attitude
score (summated rating) is the total obtained byscore (summated rating) is the total obtained by
summing over the items in the scale and dividing by thesumming over the items in the scale and dividing by the
number of items to get the average.number of items to get the average.
ExampleExample::
““My sales representative is . . . . “My sales representative is . . . . “
SDSD DD NN AA SASA
CourteousCourteous ______ ______ ______ ______
______
FriendlyFriendly ______ ______ ______ ______ ______
HelpfulHelpful ______ ______ ______ ______ ______
KnowledgeableKnowledgeable ______ ______ ______ ______ ______
MEASUREMENT SCALESMEASUREMENT SCALES – Metric– Metric
38. Alternative Approach to Summated Ratings scalesAlternative Approach to Summated Ratings scales ::
““When I hear about a new restaurant , I eat there to see what it is like.”When I hear about a new restaurant , I eat there to see what it is like.”
Strongly AgreeStrongly Agree Neither AgreeNeither Agree Disagree StronglyDisagree Strongly
Agree SomewhatAgree Somewhat or Disagreeor Disagree SomewhatSomewhat
DisagreeDisagree
11 22 33 44
55
““I always eat at new restaurants when someone tells me they are good.”I always eat at new restaurants when someone tells me they are good.”
Strongly AgreeStrongly Agree Neither AgreeNeither Agree Disagree StronglyDisagree Strongly
Agree SomewhatAgree Somewhat or Disagreeor Disagree SomewhatSomewhat
DisagreeDisagree
11 22 33 44
55
MEASUREMENT SCALESMEASUREMENT SCALES – Metric– Metric
This approach includes a separate labeled Likert scale with each itemThis approach includes a separate labeled Likert scale with each item
(statement). The summated rating is a total of the responses for all(statement). The summated rating is a total of the responses for all
the items divided by the number of items.the items divided by the number of items.
39. Numerical ScalesNumerical Scales ::
ExampleExample::
““Using a 10-point scale, where ‘1’ is ‘not at allUsing a 10-point scale, where ‘1’ is ‘not at all
important’ and ’10’ is ‘very important,’ how importantimportant’ and ’10’ is ‘very important,’ how important
is ______ in your decision to do business with ais ______ in your decision to do business with a
particular vendor.”particular vendor.”
Note: you fill in the blank with an attribute, such as reliableNote: you fill in the blank with an attribute, such as reliable
delivery, product quality, complaint resolution, and so forth.delivery, product quality, complaint resolution, and so forth.
MEASUREMENT SCALESMEASUREMENT SCALES – Metric– Metric
40. Semantic Differential ScalesSemantic Differential Scales ::
A scaling technique in which respondents are asked toA scaling technique in which respondents are asked to
check which space between a set of bipolar adjectives orcheck which space between a set of bipolar adjectives or
phrases best describes their feelings toward the stimulusphrases best describes their feelings toward the stimulus
object.object.
ExampleExample::
““My sales representative is . . . . “My sales representative is . . . . “
CourteousCourteous ______ ______ ______ ______ ______
DiscourteousDiscourteous
FriendlyFriendly ______ ______ ______ ______ ______ UnfriendlyUnfriendly
HelpfulHelpful ______ ______ ______ ______ ______ UnhelpfulUnhelpful
HonestHonest ______ ______ ______ ______ ______ DishonestDishonest
MEASUREMENT SCALESMEASUREMENT SCALES – Me– Me
41. Graphic-Ratings ScalesGraphic-Ratings Scales ::
A scaling technique in which respondents are asked to indicateA scaling technique in which respondents are asked to indicate
theirtheir
ratings of an attribute by placing a check at the appropriate pointratings of an attribute by placing a check at the appropriate point
on a line that runs from one extreme of the attribute to the other.on a line that runs from one extreme of the attribute to the other.
““Please evaluate each attribute in terms of how important thePlease evaluate each attribute in terms of how important the
attribute is to you personally (your company) by placing an “X”attribute is to you personally (your company) by placing an “X”
at the position on the horizontal line that most reflects yourat the position on the horizontal line that most reflects your
feelings.”feelings.”
Not ImportantNot Important Very ImportantVery Important
CourteousnessCourteousness __________________________________________________________________________
FriendlinessFriendliness __________________________________________________________________________
HelpfulnessHelpfulness __________________________________________________________________________
KnowledgeableKnowledgeable __________________________________________________________________________
MEASUREMENT SCALESMEASUREMENT SCALES – Metric– Metric
42. Categorical scaleCategorical scale::
Categorical scales are nominally measured opinionCategorical scales are nominally measured opinion
scales that have two or more response categories.scales that have two or more response categories.
““How satisfied are you with your current job?”How satisfied are you with your current job?”
[ ][ ] Very SatisfiedVery Satisfied
[ ][ ] Somewhat SatisfiedSomewhat Satisfied
[ ][ ] Neither Satisfied nor DissatisfiedNeither Satisfied nor Dissatisfied
[ ][ ] Somewhat DissatisfiedSomewhat Dissatisfied
[ ][ ] Very DissatisfiedVery Dissatisfied
Note: Some researchers consider this a metric scale when coded 1 –Note: Some researchers consider this a metric scale when coded 1 –
5 .5 .
MEASUREMENT SCALESMEASUREMENT SCALES – Nonmet– Nonmet
43. Constant-Sum MethodConstant-Sum Method::
A scaling technique in which respondents are asked to divideA scaling technique in which respondents are asked to divide
some given sum among two or more attributes on the basis ofsome given sum among two or more attributes on the basis of
their importance to them.their importance to them.
““Please divide 100 points among the following attributes inPlease divide 100 points among the following attributes in
terms of the relative importance of each attribute to you.”terms of the relative importance of each attribute to you.”
Courteous ServiceCourteous Service ________
Friendly ServiceFriendly Service ________
Helpful ServiceHelpful Service ________
Knowledgeable ServiceKnowledgeable Service ________
TotalTotal 100100
MEASUREMENT SCALESMEASUREMENT SCALES – Nonmet– Nonmet
44. Paired Comparison MethodPaired Comparison Method ::
A scaling technique in which respondents are givenA scaling technique in which respondents are given
pairs of stimulus objects and asked which object in apairs of stimulus objects and asked which object in a
pair they prefer most.pair they prefer most.
““Please circle the attribute describing a salesPlease circle the attribute describing a sales
representative which you consider most desirable.”representative which you consider most desirable.”
CourteousCourteous versusversus KnowledgeableKnowledgeable
FriendlyFriendly versusversus HelpfulHelpful
HelpfulHelpful versusversus CourteousCourteous
MEASUREMENT SCALESMEASUREMENT SCALES ––
NonmetricNonmetric
45. SortingSorting::
A scaling technique in which respondents areA scaling technique in which respondents are
asked to indicate their beliefs or opinions byasked to indicate their beliefs or opinions by
arranging objects (items) on the basis ofarranging objects (items) on the basis of
perceived importance, similarity, preferenceperceived importance, similarity, preference
or some other attribute.or some other attribute.
MEASUREMENT SCALESMEASUREMENT SCALES ––
NonmetricNonmetric
46. Rank Order MethodRank Order Method::
A scaling technique in which respondents are presentedA scaling technique in which respondents are presented
with several stimulus objects simultaneously and askedwith several stimulus objects simultaneously and asked
to order or rank them with respect to a specificto order or rank them with respect to a specific
characteristic.characteristic.
““Please rank the following attributes on how important eachPlease rank the following attributes on how important each
is to you in relation to a sales representative. Place a “1”is to you in relation to a sales representative. Place a “1”
beside the attribute which is most important, a “2” next tobeside the attribute which is most important, a “2” next to
the attribute that is second in importance, and so on.”the attribute that is second in importance, and so on.”
Courteous ServiceCourteous Service ______
Friendly ServiceFriendly Service ______
Helpful ServiceHelpful Service ______
Knowledgeable ServiceKnowledgeable Service ______
MEASUREMENT SCALESMEASUREMENT SCALES – Nonme– Nonme
47. Practical Decisions When Developing
Scales:
• Number of items (indicators) to measure aNumber of items (indicators) to measure a
concept?concept?
• Number of scale categories?Number of scale categories?
• Odd or even number of categories?Odd or even number of categories?
(Include neutral point ?)(Include neutral point ?)
• Balanced or unbalanced scales?Balanced or unbalanced scales?
• Forced or non-forced choice?Forced or non-forced choice?
(Include Don’t Know ?)(Include Don’t Know ?)
• Category labels for scales?Category labels for scales?
• Scale reliability and validity?Scale reliability and validity?
Scale DevelopmentScale Development
48. Balanced vs. UnbalancedBalanced vs. Unbalanced
ScalesScales??
BalancedBalanced::
• ““To what extent do you consider TV shows with sex andTo what extent do you consider TV shows with sex and
violence to be acceptable for teenagers to view?”violence to be acceptable for teenagers to view?”
__ Very Acceptable__ Very Acceptable
__ Somewhat Acceptable__ Somewhat Acceptable
__ Neither Acceptable or Unacceptable__ Neither Acceptable or Unacceptable
__ Somewhat Unacceptable__ Somewhat Unacceptable
__ Very Unacceptable__ Very Unacceptable
Unbalanced:Unbalanced:
__ Very Acceptable__ Very Acceptable
__ Somewhat Acceptable__ Somewhat Acceptable
__ Unacceptable__ Unacceptable
Scale DevelopmentScale Development
49. Forced or Non-ForcedForced or Non-Forced ??
• ““How likely are you to purchase a laptop PC in the next six months?”How likely are you to purchase a laptop PC in the next six months?”
VeryVery VeryVery
UnlikelyUnlikely LikelyLikely
11 22 33 44 55 66 __ No Opinion__ No Opinion
Scale DevelopmentScale Development
50. Choosing a Measurement ScaleChoosing a Measurement Scale ::
• Capabilities ofCapabilities of
Respondents.Respondents.
• Context of ScaleContext of Scale
Application.Application.
• Data Analysis Approach.Data Analysis Approach.
• Validity and Reliability.Validity and Reliability.
MEASUREMENT SCALESMEASUREMENT SCALES
51. Assessing Measurement ScalesAssessing Measurement Scales ::
• ValidityValidity
• ReliabilityReliability
MEASUREMENT SCALESMEASUREMENT SCALES
Measurement ErrorMeasurement Error = occurs when the= occurs when the
values obtained in a survey (observedvalues obtained in a survey (observed
values) are not the same as the true valuesvalues) are not the same as the true values
(population values).(population values).
52. RESEARCH DESIGN
Types of Errors:
• Nonresponse = problem definition, refusal, sampling,
etc.
• Response = respondent or interviewer.
• Data Collection Instrument:
Construct Development.
Scaling Measurement.
Questionnaire Design/Sequence, etc.
• Data Analysis.
• Interpretation.
53. SECONDARY DATASECONDARY DATA
Data that has been gatheredData that has been gathered
previously for otherpreviously for other
purposes.purposes.
54. SECONDARY DATASECONDARY DATA
Secondary DataSecondary Data
IssuesIssues::
• AvailabilityAvailability
• RelevanceRelevance
• AccuracyAccuracy
• SufficiencySufficiency
56. Learning CheckpointLearning Checkpoint::
• Define a research problem to be studied.Define a research problem to be studied.
• Identify the topics /concepts that will be coveredIdentify the topics /concepts that will be covered
to answer research questions.to answer research questions.
• Identify the types of questions and/or scalingIdentify the types of questions and/or scaling
you will use.you will use.
• How will you evaluate the questions/scales you use?How will you evaluate the questions/scales you use?
• Determine the best way to collect the data.Determine the best way to collect the data.
• Present group suggestions; defend.Present group suggestions; defend.
Research Design & DataResearch Design & Data
CollectionCollection