Chapter One of Your Chapter One of Your ThesisThesis

AED 615AED 615

Fall 2006Fall 2006

Dr. Ed FranklinDr. Ed Franklin

Contents of Chapter OneContents of Chapter One

IntroductionIntroduction Background and SettingBackground and Setting Identification of ProblemIdentification of Problem Purpose StatementPurpose Statement Objectives or Research QuestionsObjectives or Research Questions AssumptionsAssumptions LimitationsLimitations Definition of TermsDefinition of Terms Significance of The StudySignificance of The Study

Introduction SectionIntroduction Section

This is the first passage in a This is the first passage in a dissertation, thesis, or research dissertation, thesis, or research article.article.

The introduction should address the The introduction should address the following:following: Create reader interest in the topic;Create reader interest in the topic; Establish the problem that leads to the Establish the problem that leads to the

study;study; Place the study within the larger context Place the study within the larger context

of the scholarly literature;of the scholarly literature; Reach out to a specific audience Reach out to a specific audience

A quantitative introduction typically is A quantitative introduction typically is written from the third person point of written from the third person point of view.view.

This helps create a sense of This helps create a sense of objectivity.objectivity.

In a qualitative study, research may In a qualitative study, research may employ a present tense to employ a present tense to communicate immediate, or direct communicate immediate, or direct action.action.

Telling the reader a story, set the Telling the reader a story, set the stage for a need of your research.stage for a need of your research.

Background & Setting SectionBackground & Setting Section

Where is the research taking Where is the research taking place?place?

Who is to be affected by your Who is to be affected by your research?research?

What is already known? This will What is already known? This will begin to lead us to your Review begin to lead us to your Review of Literature (Chapter II).of Literature (Chapter II).

Identification of ProblemIdentification of Problem

The statement of the research problem should be The statement of the research problem should be concise and should identify the key factors concise and should identify the key factors (variables) of the research study.(variables) of the research study.

A constant is a characteristic or condition that is the A constant is a characteristic or condition that is the same for all individuals in a study.same for all individuals in a study.

A variable is a characteristic that takes on different A variable is a characteristic that takes on different values or conditions for different individuals.values or conditions for different individuals.

Independent and dependent variables are Independent and dependent variables are descriptors of variables commonly used in descriptors of variables commonly used in educational research.educational research.

The independent variables may be affecting the The independent variables may be affecting the dependent variables, and in that sense, dependent dependent variables, and in that sense, dependent variables depend on independent variables.variables depend on independent variables.

Connection between the Components Connection between the Components for Identifying a Research Problemfor Identifying a Research Problem

Statement of the Research Problem

Hypothesis

Variables Conditions

Operational definitions

Existing knowledge

Relevant Theory

Objectives or Research Objectives or Research QuestionQuestion Research questions or Research questions or

objectives provide a specific objectives provide a specific restatement and clarification of restatement and clarification of the purpose statement.the purpose statement.

In survey projects these In survey projects these restatements typically take the restatements typically take the form of research questions and form of research questions and objectives; in experiments they objectives; in experiments they are hypotheses.are hypotheses.

Guidelines for writing objectives Guidelines for writing objectives and research questionsand research questions

Develop the hypotheses, questions, or Develop the hypotheses, questions, or objectives from theory.objectives from theory.

Keep the independent and dependent Keep the independent and dependent variables separate and measure them variables separate and measure them separately.separately.

When writing this section, select one When writing this section, select one form – write questions, objectives, or form – write questions, objectives, or hypotheses – but not a combination.hypotheses – but not a combination.

If hypotheses are used, consider the If hypotheses are used, consider the alternative forms for writing them and alternative forms for writing them and make a choice based on the audience make a choice based on the audience for the research.for the research.

Purpose StatementPurpose Statement

The introduction focuses on the problem The introduction focuses on the problem leading to the study, but it is the leading to the study, but it is the purpose purpose statementstatement that establishes the direction for that establishes the direction for the research.the research.

The statement captures, in a single The statement captures, in a single sentence or paragraph, the essence of the sentence or paragraph, the essence of the study.study.

The design of a quantitative purpose The design of a quantitative purpose statement begins with identifying the statement begins with identifying the proposed variables for a study proposed variables for a study ((independent, intervening, dependentindependent, intervening, dependent), ), drawing a visual model to identify clearly drawing a visual model to identify clearly this sequence (this sequence (conceptual frameworkconceptual framework), and ), and specifying the measurement for variables.specifying the measurement for variables.

The intent of using variables The intent of using variables quantitatively will be either to quantitatively will be either to relaterelate variables (as one typically finds in a variables (as one typically finds in a survey) or to survey) or to comparecompare samples or samples or groups (as is commonly found in groups (as is commonly found in experiments).experiments).

Major components of a good Major components of a good quantitative purpose statement quantitative purpose statement consists of a brief paragraph that consists of a brief paragraph that includes the following:includes the following:

Use a word such as purpose, intent, or Use a word such as purpose, intent, or objective to begin the passage.objective to begin the passage.

Identify the theory, model, or conceptual Identify the theory, model, or conceptual framework to be tested in the study.framework to be tested in the study.

Mention the specific type of method of Mention the specific type of method of inquiry being used in the study.inquiry being used in the study.

State whether the independent and State whether the independent and dependent variables will be related or dependent variables will be related or whether two or more groups (as in whether two or more groups (as in independent variables) will be compared in independent variables) will be compared in terms of the dependent variable(s).terms of the dependent variable(s).

Order the variables in the relationship or Order the variables in the relationship or comparison sentence from independent to comparison sentence from independent to dependent.dependent.

Refer to the unit of analysis of Refer to the unit of analysis of the study.the study.

Provide a general definition for Provide a general definition for each key variable in the study each key variable in the study and used established and used established definitions.definitions.

A Scripted Purpose StatementA Scripted Purpose Statement

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

Actual Example of a Purpose Statement Actual Example of a Purpose Statement (DeGraw,1984, as cited by Creswell, 1994)(DeGraw,1984, as cited by Creswell, 1994)

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

Assumptions (Delimitations)Assumptions (Delimitations)

What beliefs you as the researcher What beliefs you as the researcher bring to the study.bring to the study.

Use delimitations to address how the Use delimitations to address how the study will be narrowed in scope.study will be narrowed in scope.

May be about the population of May be about the population of study, the instrument, data gathering study, the instrument, data gathering method, previous knowledge, etc.method, previous knowledge, etc.

AssumptionsAssumptions

Examples of assumptions (or Examples of assumptions (or delimitations) from student research:delimitations) from student research:

The following assumptions are made The following assumptions are made regarding this study:regarding this study:

1. The instrument to be used will elicit 1. The instrument to be used will elicit reliable responses. reliable responses.

2. The respondents will fully understand 2. The respondents will fully understand the questions they will be asked.the questions they will be asked.

3. The respondents will provide honest 3. The respondents will provide honest expressions of their knowledge.expressions of their knowledge.

4. The researcher will present the 4-day 4. The researcher will present the 4-day in-class arid lands curriculum in a in-class arid lands curriculum in a consistent manner.consistent manner.

Another Example of Another Example of AssumptionsAssumptions

In conducting this study the following In conducting this study the following assumptions were made. It was assumptions were made. It was assumed that:assumed that:

1. The participants in the study freely 1. The participants in the study freely provided the researcher with the provided the researcher with the ratings of importance regarding the ratings of importance regarding the professional education professional education competencies.competencies.

2. The respondents based their 2. The respondents based their ratings on the importance of the ratings on the importance of the professional education competencies professional education competencies objectively.objectively.

LimitationsLimitations

Provide limitations to identify Provide limitations to identify potential weaknesses of the study.potential weaknesses of the study.

In your thesis, this will be a section in In your thesis, this will be a section in Chapter 1.Chapter 1.

Example of a limitation:Example of a limitation: The purposive sampling procedure The purposive sampling procedure

decreases the generalizability of decreases the generalizability of findings. This study will not be findings. This study will not be generalizable to all areas of nursing.generalizable to all areas of nursing.

Definition of TermsDefinition of Terms

Researchers define terms so that Researchers define terms so that readers can understand the context readers can understand the context in which the words are being used or in which the words are being used or their usual or unrestricted meaningtheir usual or unrestricted meaning Define terms that individuals outside the Define terms that individuals outside the

field of study may not understand.field of study may not understand. Define terms when they first appear so Define terms when they first appear so

that a reader does not read ahead in the that a reader does not read ahead in the proposal operating with one set of proposal operating with one set of definitions only to find out later that the definitions only to find out later that the author is using a different set.author is using a different set.

Significance of the StudySignificance of the Study

In theses and dissertations, often the In theses and dissertations, often the author includes a section describing author includes a section describing the significance of the study for the significance of the study for select audiences.select audiences.

The writer creates a clear rationale The writer creates a clear rationale for the importance of the study.for the importance of the study.

In this section, the writer can In this section, the writer can elaborate on the significance for elaborate on the significance for researchers, practitioners, and researchers, practitioners, and policymakers.policymakers.

The researcher might include:The researcher might include:

What to include in your What to include in your Significance of the StudySignificance of the Study section section

Reasons why the study adds to Reasons why the study adds to the scholarly research and the scholarly research and literature in the field.literature in the field.

Reasons about how the study Reasons about how the study helps improve practice.helps improve practice.

Reasons why the study will Reasons why the study will improve policy.improve policy.