20131119111148Week 2a _ Research Topic

7/18/2019 20131119111148Week 2a _ Research Topic

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Educational Research: Competencies for

Analysis and Application, 9th

edition.Gay, Mills, & Airasian

2009 Pearson Education, Inc.

All rights reserved.1

Week 2a:Selecting and Defining

a Research Topic Objectives

Select and refine an educational topic

to study.

Distinguish good research topics from

less appropriate ones.

Distinguish between topic statements

for quantitative studies and those forqualitative studies.


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Week 2a:Selecting and Defining

a Research Topic Objectives

Identify or create good research

hypotheses for quantitative and

qualitative studies.

Explain the differences between null,

directional, and non-directionalhypotheses and discuss the use of adirectional hypothesis in a study.


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The Research Topic Selecting and defining a research topic

is the first step in applying the scientific

method. The research process is not linear and is

often a process of trial and error.

The research topic provides focus and

structure. The research topic should be relevant

and of interest to you.


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Sources of Research Topics Theories

Personal experiences

Studies that can be replicated Replication studies use a new sample

to retest a hypothesis.

Electronic mailing lists e.g.,http://www.lsoft.com/lists/listref.ht

ml

Library searches
http://www.lsoft.com/lists/listref.htmlhttp://www.lsoft.com/lists/listref.htmlhttp://www.lsoft.com/lists/listref.htmlhttp://www.lsoft.com/lists/listref.html


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Narrowing a Topic Most topics need to be narrowed. Topics that are too broad:

require larger literature reviews. complicate organization of literature review. lead to unfocused studies that are difficult to

carry out and interpret.

Narrow quantitative topics at the start of

the research process. Qualitative researchers often narrow

their topic after they are in the field.


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Characteristics of a Good Topic1. The topic is interesting.

2. The topic is researchable.

3. The topic has theoretical or practicalimportance.

4. The topic is ethical.

5. The topic is manageable for you given

your current skills, resources, and timeavailable.


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Stating the Research Topic Quantitative research topics

A topic statement describes the

variables of interest, relations amongthose variables, and aspects of thesample. e.g., The purpose of the study is to investigate

the psychometric properties of a new measure of

spatial ability for middle school children. e.g., The topic to be investigated in this study is

parents beliefs about homework for primarygrade children.


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Stating the Research Topic Qualitative research topics are often

stated in more general language at the

outset of a study because the focus ofthe study will likely emerge after time inthe field. e.g., The purpose of this study is to describe the experiences

of elementary students who have previously been retained. e.g., This qualitative study explores the feelings of new

teachers in large urban districts.


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Placement of the Topic Statement The topic statement is used in research plans

and in research reports.

Research statements are accompanied bybackground of the study and justification forthe study.

The potential relevance of the topic

should be stated. Thinking aboutsignificance of the topic often assistsresearchers in formulating hypotheses.


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Formulating & Stating Hypotheses A hypothesis is a prediction of the

researchers expected findings.

Many studies contain more than onehypothesis.

Researchers collect data to either supportor not support a hypothesis.

Written hypotheses are included inresearch plans and reports.


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Formulating & Stating Hypotheses Hypotheses are central to most

quantitative studies.

Hypotheses in quantitative studies areformulated before conducting the study.

All aspects of a quantitative study areaffected by the hypotheses.

Hypotheses are derived from theory orknowledge gained through literaturereview.


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Analysis and Application, 9

th




Guidelines for Hypotheses1. A good hypothesis is based uponsound reasoning and is consistentwith existing theory or is derived from

previous research.2. A good hypothesis provides anexplanation for the predicted outcome.

3. A good hypothesis clearly operationallydefines variables and states expectedrelations among variables.

4. A good hypothesis is testable within areasonable time frame.


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th




Types of Hypotheses Inductive Hypothesis:A generalization based upon

observations e.g., A researcher observes that students

are motivated by praise; this observationbecomes the basis for a hypothesis.


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th




Types of Hypotheses Deductive Hypothesis:

Derived from theory and providesevidence that supports, expands, oreven contradicts theory

e.g., Based upon processing theories, a researcher

forms the hypothesis that students will attend tomoving objects in an educational computer game.


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Educational Research: Competencies forAnalysis and Application, 9thedition.Gay, Mills, & Airasian



Types of Hypotheses Nondirectional Hypothesis:

States that a relationship or difference exists amongvariables

e.g., There are differences between maleand female students in spatial ability.

Directional Hypothesis:States the expected direction of the relationship or

difference among variables

e.g., Male students will outperform femalestudents on a test of spatial ability.


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Types of Hypotheses Null Hypothesis:

States that there is no significant relationship

or difference among variables.

Null hypotheses are stated when thereis little existing research or theoretical

support for a hypothesis.


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Types of Hypotheses Null hypotheses are also more

conservative than directional hypotheses

in statistical tests. Most studies are not based in the null

hypothesis.

e.g., There are no significant differences in

spatial ability between male and femalestudents.


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Stating the HypothesisA good hypothesis:

is clearly and concisely stated.

states the relation or difference amongvariables.

defines variables in measurable terms.


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Stating the Hypothesis Model for hypotheses:

P=The participants

X=The treatment, the causal orindependent variable (IV)

Y=The study outcome, the effect ordependent variable (DV)


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Practice Examples: Identify the P, X, & Y: The purpose of this

study is to examine benefits in ninth

grade students achievement based uponattendance at a Saturday tutoringprogram.

P=Ninth grade students

X=Saturday program attendance ornonattendance

Y=Achievement


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Testing the Hypothesis The hypothesis is used to guide the research

study.

The researcher conducts the study and then

analyzes the data to determine if the hypothesisis supported.

Hypotheses are not proventhey are supportedor not supported.

Valuable contributions to the literature can stillbe made if a hypothesis is not supported.

Hypothesis testing contributes by expanding,refining, and revising the literature base.


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Formulating & Stating Hypotheses Qualitative studies

The qualitative researcher does not

state formal hypotheses beforeconducting studies.

Qualitative researchers may developguiding hypotheses for the proposedresearch.


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Formulating & Stating Hypotheses Qualitative studies

Qualitative researchers often generate

new hypotheses during the course oftheir study.

Qualitative researchers may generateresearch questions from their guidinghypotheses.

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20131119111148Week 2a _ Research Topic