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

• Drop out rates in high schools

• Lack of recess and increased disruptive classroom behavior

Examples of processes

• How teachers communicate with students' parents

• 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

• Influences or predicts

• Affected or predicted

Extraneous and confounding variables

• Sources of error affecting result

• Varying degrees of influence

Continuous and categorical variables

• Takes on any value in continuum

• 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

• formed from observations of behavior

• tentative explanation of how behaviors are related to variables

Deductive

• derived from theory

• 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!