Conceptual Phase

8/3/2019 Conceptual Phase

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CONCEPTUALPHASE



1.IDENT IFYING RESEARCH

PROBLEMResearch problem The need to communicate what will be studied in clear,

concise, and unambiguous terms One or more sentences indicating the goal, purpose, or

overall direction of the study General characteristics

Implies the possibility of empirical investigation Identifies a need for the research Provides focus Provides a concise overview of the research



Sources of research problems

A. Casual observation The relationships between the cognitive and affective realms The effect of positive and negative reinforcement

B.

D

eductions from theory Use of math manipulative Learning and instructional style congruenceC. Related literature

The use of math manipulative in secondary schools The comparison of state and national dropout profilesD. Current social and political issues Gender and race equity

Inclusion policies



E. Practical situations Evaluating a specific instructional program

Evaluating a specific school restructuring effortF. Personal interests and experience Teaching statistics from an applied perspective Effectiveness of non-threatening classroom assessments

G. Replication of previous studies Checking the findings of a major study Checking the validity of research findings with different

subjects

Checking trends or changes over time Checking important findings using different methodologiesH. Clarification of contradictory research results



Criteria for evaluating quantitative

research problems Problem is researchable Problem is important Problem should indicate the type of research

Problem specifies the population being investigated Problem specifies the variables and the relationships betweenor among them

Quantitative research problems

Three types of questions1. Descriptive2. Relational3. Causal



Criteria for evaluating qualitative

research problems The problem should not be too general or too specific The problem should be amenable to change as data are

collected and analyzed The problem should not be biased with restrictive

assumptions or desired findings The problem should be written in "how" and "what" forms to

focus on describing the phenomena

The problem should include a central question as well as theparticipants and the site



Qualitative research problemsIdentifies a central phenomena (i.e., an issue or process) being

investigated Examples of issues Drug abuse in high schools Teacher burnout

Alienation of children with special needs Examples of processes How teachers change to a standards-based curriculum How students react to high stakes testing programs

How students incorporate teachers' expectations into theirstudies



Criteria for stating a research problem

Research problems: typically a rather general overview of theproblem with just enough information about the scope and

purpose of the study to provide an initial understanding of the research Research statements and/or questions: more specific, focused

statements and questions that communicate in greater detail

the nature of the study



Examples1.

General research problem- The purpose of this study is to investigate the attitudes of high school students to mandated drug testing programs

2. Statements and questions

- This study examines the differences between males' andfemales' attitudes toward mandated high school drug testingprograms.

- What are the differences between freshmen, sophomore,junior, and senior students' attitudes toward mandated high

school drug testing programs?



Formulating a Research Problem1. For an experiment-based project, this question naturally leadsonto a hypothesis.2. For a more review-based paper, such as an essay, it will lead

to a thesis statement.

3.

When trying to define the research paper purpose, youshould brainstorm a few ideas, which will help you todevelop a research question that is relevant, interesting andnovel. Some ideas are:

What are the most important research questions in mydiscipline, and are there any particular areas that are ripe forfurther exploration?

Will my research lead to a greater understanding, and fill agap in current knowledge?



Has my literature review turned up a wealth of relevantinformation in this area?

Am I replicating a previous study? If I am, in what ways amI improving and refining the research?

Is this research at the cutting edge of science or is it in anarea that is fading out of fashion?

Is my research question going to have a meaningfulimpact upon the field? Obviously, for a short-term research project, you do not

have to answer yes to all of these questions or be as

rigorous.

For a dissertation or thesis, these are just some of thequestions, and for research scientists submitting aproposal, affirmative answers to these questions are thebare minimum for receiving a research grant.



2.REV IEW OF RELATED LITERATURE

Literature Review Can serve a number of important function in the research

process

Also play critical role for nurses seeking to develop an EBP to relate previous research to the current problem being

investigated Provide contextual understanding

Contribute to the overall evaluation of the credibility of the research

Indicate whether the nature of the research is targeted to the reader·s needs



Purpose of a Literature Identifying research problem and refining research questioner

or hypotheses Getting oriented of what is known and not known about the

topic, to learn what research can best make a contribution.

Determining gaps Identifying or developing new clinical intervention test

through research Identifying relevant theoretical or conceptual framework for

research problem Determining suitable designs and data collection methods for

study Gaining insights for interpreting study findings and developing

implication



Sources of Related Literature

Primary sources research report-Description of studies written by the researcher. Secondary sources research report

-Description of studies prepared by someone other thanoriginal researcher.



Locating Relevant Literaturefor review

Electronic literature searcher-Assessed through online search-Bibliographic files that can be accessed by computer Print sources-Must be search manually are rapidly being over showed by

electronic data base, but their availability should not beignore. I t is sometimes necessary to refer to printed resources to perform a search to include early literature on a topic.

Print Indexes - are books that are used to locate article injournal and periodicals, books, dissertation, publication of professional organization, and government document.

Abstract Journal- summarize article that have appeared in

other journal.



Research Journal Article-Summarize of the study or one aspect of a complex study. Abstract- Brief description of the study placed at the beginning of the

journal article Research Report-Consist of four major sources-Introduction-Method section

-Result section-Discussion section, then abstract and reference



Step for developing RelatedLiterature

Screening Reference Abstracting and Recording notes Organizing the Review Writing a Literature Review



Criteria for a Good Review of Related

Literature The related materials should be as recent as possible. Reviewed materials should be objective and unbiased.

Surveyed materials should be related to the study The reviewed materials should be based upon genuinely

original and true facts or data must be valid and reliable Reviewed materials should not be too few and too many.



3. THEORET ICAL AND

CONCEPTUALF

RAMEWORKFramework

The conceptual underpinnings of study, not every study is

based on a theory or conceptual model, but every study has aframework. In a study based on a theory, the framework is referred as

theoretical framework I

n a study that has its roots in a specified conceptual model, theframework is often called conceptual framework



Models D

esignate a mechanism for representing phenomena w/ aminimal use of words Visual/symbolic representation or a phenomenon cansometimes help to express abstract ideas in a moreunderstandable form

Types:Statistical model

-Are mathematic equations that express the nature andmagnitude of relationships among set of variables.

-These are tested using sophisticated statistical methodsSchematic model

-Also called ´conceptual mapµ represents a phenomenonof interest in a diagram



-Concepts and the linkages between them are represented

through boxes,arrows, or other symbols

Concept a mental idea of a phenomenon Concepts are the building blocks³the primary elements³

of a theoryTypes: Empirical concepts Inferential concepts Abstract concepts



Construct a phenomena that cannot be observed and must beinferred Constructs are concepts developed or adopted for use ina particular theory. The key concepts of a given theory are

its constructs

Paradigm A way of looking at natural phenomena that

encompasses a set of philosophical assumptionand guide one·s approach of inquiry



CONCEPTUAL THEORETHICAL

Is a pre theoretic basis from w/c

substantive theories may be derived

Is highly abstract

Concepts are related and multi

dimensionalI t provides a perspective for science

I t is derived from systematicobservation

I t is developed through the process of intuition

I t must be evaluated through logicalgrounds & cannot be empirically tested

I t proposes a framework derived from

theories

I t is less abstract than conceptualmodels

Concepts are narrowly bounded specific

and explicitly intersectedI t postulate relationship

I t is constructed available theories &findings of empirical research

I t is developed through the process of induction and deduction

I t permits empirical test



Variable

A variable is a concept (construct) that has been sospecifically defined that precise observations and thereforemeasurement can be accomplished.

Variables are of two types: Quantitative-sometimes called CONT INUOUS VARI ABLES because they

have a variety (continuum) of characteristics (ordinal,interval, ratio)

Qualitative

-variables do not express differences in amount, onlydifferences.They are sometimes referred to as CATEGORICALVARI ABLES because they classify by categories.( gender,religion, or eye color)



Quantitative variable are two types: Discrete /categorical variables

Continuous variablesVariables can be

Independent-Are not influenced by other variables.-Are not influenced by the event, but could influence the event.

Dependent-The variable which is influenced by the others is often

referred as dependent variable.



IDENT IFYNG VARI ABLESThe following working definitions of variable can be outlined; An entity that varies from one observation to the next, anempirical property that is capable of taking two or morevalues(Bless et al 2006;30)

A property that takes on different values(Kumar 2005:56)Thusfrom the above definitions it can be deduced that a variable is ameasurable factor that can assume more than one value, henceage,income,gender,pay,job satisfactioncan be classified as values



Reference: Essentials of Nursing Research ( Method, Appraisal

and Utilization), Six Edition,

Page 123- 152, Author: Lippincott Williams and

Wilkins Nursing research: principles and methods , Seven

Edition, Author: Denise F. Polit,Cheryl Tatano Beck

http://thesisnotes.com/thesis-writing/related-

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Conceptual Phase