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Chapter 4 - Creswell, Educational Research: Planning, Conducting, and Evaluating
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Chapter 4: Specifying a Purpose and Research Questions or Hypotheses
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research
Edition 5
John W. Creswell
By the end of this chapter,
you should be able to:
Distinguish among purpose statements, research questions, hypotheses, and objectives
Describe why these statements and questions are important
Write quantitative purpose statements, research questions, and hypotheses
Write qualitative purpose statements and research questions
Purpose Statements, Research Questions, Hypotheses, and Objectives
Purpose
Statement
Research
Questions
Hypotheses
Research
Objectives
Overall
direction
Intent
Form
Use
Placement
One or more
sentences
Quantitative
and qualitative
research
End of
introduction
Raise questions
to be answered
One or more
questions
Quantitative
and qualitative
research
End of the introduction, after the literature review, or in a separate section of the study
Make predictions
about
expectations
One or more
statements
Quantitative
research
One or more
objectives
Typically
quantitative
research
State goals
Why These Statements and Questions Are Important
Represent major signposts
Help identify appropriate methods
Help link intent with the results
What We Need to Know to Design Quantitative Purpose Statements, Research Questions, and Hypotheses
What is a variable?
What is a theory?
What elements go into these statements and questions?
What Is a Variable?
A Variable
(A Characteristic or Attribute)
That can be
and
Measured
(Can be assessed
on an instrument
and recorded on
an instrument)
Varies
(Can assume
different values or
scores for different
individuals)
Examples of Variables and Nonvariables
Variables
Leadership style
Organizational control
Autism
Difficult, but possibly
measurable,
variables
Socialization
Imagination
Intuition
Discrimination
Almost impossible
to measure
variables
Subconscious
thoughts
World poverty
Stereotypes
Categorical and Continuous Measures of Variables
A categorical measure is a value of a variable assigned by the researcher into a small number of categories (e.g., gender).
A continuous measure is the value of a variable assigned by the researcher to a point along a continuum of scores, from low to high (e.g., age).
Variables and Constructs
A variable is an attribute or characteristic stated in a specific or applied way.
A construct is an attribute or characteristic expressed in an abstract, general way.
Construct Student Achievement
Variable Grade Point Average
Families of Variables
in Quantitative Studies
Probable Cause
Effect
Independent
Variables
Treatment
Measured
Intervening
Variables
Dependent
Variables
Control
Variables
Moderating
Variables
Confounding
Variables
Family of Variables
Dependent variables: An attribute or characteristic influenced by the independent variable.
The outcome
The effect
The criterion
The consequences
Family of Variables (cont’d)
Independent variable: An attribute or characteristic that influences or affects an outcome or dependent variable
Treatment variable
Measured variable
Control variable
Moderating variable
Intervening Variables
Intervening variables (mediating variables): An attribute or characteristic that “stands between” the dependent and independent variables
Example of an Intervening Variable
Independent
Variable
Independent
Variable
Intervening
Variable
Step 1
Step 2
Step 3
Dependent
Variable
Dependent
Variable
Example
Convenient office hours
for students
Student seeks help from faculty
Example
Example
Convenient office hours
for students
Convenient office hours
for students
Student seeks help from faculty
Independent
Variable
Independent
Variable
Intervening
Variable
Student becomes willing
to take risks
Student becomes willing
to take risks
Family of Variables
Confounding variables (spurious variables): Attributes or characteristics that the researcher cannot directly measure because their effects cannot be easily separated from the other variables, even though they may influence the relationship between the independent and the dependent variable
Theories as Bridges Between Independent and Dependent Variables
Independent
Variables
Dependent
Variables
Different Types of Explanations in Quantitative Research
Extensive Tests by
Other Researchers
Broad
Abstractions
No Test
Narrow
Application
As a formal theory that is expressed by connected
hypotheses and variables identified by authors
As a conceptual framework often expressed as a
visual model by other authors for relationship
As a theoretical rationale posed by other authors
based on studies for relationship
An explanation posed by the author as a hunch
for why the independent variable relates to the
dependent variable
Elements of a Quantitative Purpose Statement
A quantitative purpose statement identifies the variables, their relationship, and the participants and site for research
Guidelines for writing
Use a single sentence
Use wording such as The purpose of this study . . .
If using a theory, state the theory you plan to test
Use quantitative words (e.g., “relate,” “compare,” “describe”) to describe the relationships between variables
Elements of Quantitative Purpose Statement (cont’d)
Guidelines for writing (cont’d)
Independent variable (1st position in sentence)
Dependent variable (2nd position in sentence)
Control and/or mediating variable (3rd position in sentence)
Research site
Participants
Types of Quantitative Research Questions
Describe results of your variables
Compare two or more groups on the independent variable in terms of the dependent variable
Relate two or more variables
Guidelines for Writing Quantitative Research Questions
Pose a question
Begin with “how,” “what,” or “why”
Specify the independent, dependent, and mediating or control variables
Use the words describe, compare, or relate to indicate the action or connection among the variables
Indicate the participants and the research site for the study
Research Hypotheses: Types
Null hypothesis
No change in the dependent variable
Example: There will be no significant difference in test scores between fifth-grade boys and girls on the XYZ achievement test.
Directional alternative hypothesis
Specifies the direction of the change in the dependent variable the researcher predicts will take place
Example: Fifth-grade girls will have higher scores on the XYZ achievement test than fifth-grade boys.
Research Hypotheses: Types (cont’d)
Nondirectional alternative hypothesis
Does not specify the direction of the change in the dependent variable
Example: There will be a difference in test scores on the XYZ achievement test for fifth-grade boys and girls.
Research Hypotheses
Guidelines for writing
State the variables in this order: independent (first position), dependent (second position), and control (third position)
When comparing, explicitly state the groups; if variables are related, specify the relationship between the variables
Make a prediction about changes you expect in your groups.
State information about the participants and the site unless it repeats information stated in your purpose statement
Designing Qualitative Purpose Statements and Research Questions
Understand how these statements and questions differ from quantitative research
Understand the role of a central phenomenon in qualitative research
Understand qualitative research as an emerging process
Differences Between Quantitative and Qualitative Purpose Statements and Research Questions
Quantitative—more closed
Probable cause/effect
(“Why did it happen?”)
Use of theories (“Why did it happen in view of an explanation or theory?”)
Assess differences and magnitude
(“How much happened?”)
(“How many times did it happen?”)
(“What were the differences among
groups in what happened?”)
Qualitative—more open-ended
Descriptive (“What happened?”)
Interpretive (“What was the meaning to people of what happened?”)
Process-oriented (“What happened over time?”)
Explaining or Predicting Variables Versus Exploring or Understanding a Central Phenomenon
Quantitative
Explaining or Predicting Variables
Qualitative
Understanding or Exploring a Central Phenomenon
X Y
The independent variable (X)
influences a dependent
variable (Y)
In-depth understanding of Y;
external forces shape and are
shaped by Y
Y
Two Qualitative Research Considerations
The focus of the research is around a central phenomenon which is an issue or a process the researcher would like to study.
Qualitative research is built on an emerging design.
Elements of Qualitative Purpose Statement
A single sentence
A statement such as, “The purpose of this study”
The central phenomenon
A statement identifying the type of qualitative design
Qualitative words (e.g., “explore,” “understand,” “discover”)
The participants
The research site
Types of Qualitative Research Questions:
Central question: The overarching question you explore in the research study
Subquestions: Divides the central question into smaller, specific questions
Issue subquestions: Narrow the focus of the central question into specific issues
Procedural subquestions: Indicate the steps to be used in analyzing the data in a qualitative study
Interview questions: Questions that are asked during your interview that are based on your subquestions and central question
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