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- 1. Chapter 2 Research Problems Mary Ersinghaus New Mexico State University
2. Highlights of Chapter 2
- Research problem statements
- Quantitative research problems
- Qualitative research problems
- ...and questions we still have
3. 3-2-1
- List3concepts from this chapter that you think are the most important.
- List2things from this chapter that will be most useful to you.
- List1question you still have about the ideas in this chapter.
4. Sources of Research Problems
- Personal interests
- Current issues and problems as identified by professionals
- Current books or journals
- Apply theory
- Replication
- Clarification
5. Research Problem Statement
- Discussion question:
- How is it possible for a research problem to be too specific? (McMillan, 2008, p. 52)
- How would you balance between being too specific or too general in writing the research statement?
- http://www.youtube.com/watch?v=Z1yJEOtLsb8&feature=channel
- Start at 1:55
6. Quantitative Research Problems
- Three specific elements are identified:
- Type of research - description, comparison, relationship or difference, cause and effect
- Variables - relationships between or among variables
- Subjects -population involved in the study
7. Qualitative Research Problems
- Focus on the study of a central phenomena (i.e., issues or processes)
- Examples of issues
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- Drop out rates in high schools
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- Lack of recess and increased disruptive classroom behavior
- Examples of processes
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- How teachers communicate with students' parents
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- How students perceive a teacher's care or lack of care
8. Research Problems
- Quantitative problems
- WHY?
- Researchable
- Important/relevant
- Indicate type of research
- Specifics
- Clear
Qualitative problems HOW?WHAT?General Evolving, flexible No expected results Central phenomena 9. Quantitative Research Problem Types of Variables
- Independent and dependent variables
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- Influences or predicts
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- Affected or predicted
- Extraneous and confounding variables
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- Sources of error affecting result
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- Varying degrees of influence
- Continuous and categorical variables
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- Takes on any value in continuum
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- Assign subject or object to a category
10. Identifying Types of Variables
- The effect of two instructional approaches on student achievement.
- The use of SAT scores to predict freshman grade point averages.
- Not controlling for the key-boarding skills of students in a study of computer-assisted instruction.
- Not using counselors with similar levels of experience in a study comparing the effectiveness of two counseling approaches.
- Test scores range from a low of 0 to a high of 100.
- Attitude scales that range from very negative at 0 to very positive at 5.
- Students ages
- Gender: male and female
- Socio-economic status: low, middle and high
11. Research Hypotheses
- Discussion question:
- In what types of situations is it appropriate to use research hypotheses? Is it more related to quantitative or qualitative research? Why?
12. Research Hypotheses
- Types of Hypotheses
- Inductive
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- formed from observations of behavior
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- tentative explanation of how behaviors are related to variables
- Deductive
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- derived from theory
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- testing contributes to better understanding of theory or application.
13. Research Hypotheses
- More questions...
- What purpose do hypotheses serve?
- Criteria for evaluating research hypotheses?
- Will all quantitative research problems have hypotheses?
14. Qualitative Research Question
- Central Question:
- What is the ______________________,
- for ___________, at _______________?
15. JEOPARDY!