Chapter 3 - Problem Statement Formulation
-
Upload
mentari-pagi -
Category
Education
-
view
5.170 -
download
3
Transcript of Chapter 3 - Problem Statement Formulation
Copyright © Allyn & Bacon 2006
Chapter 3
Research Problems: Statements, Questions, and Hypotheses
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:• Any public performance or display, including transmission of any image over a network;• Preparation of any derivative work, including the extraction, in whole or in part, of any images;• Any rental, lease, or lending of the program.
Copyright © Allyn & Bacon 2006 2
Importance of Research Problems
Formulates a clear, concise, and manageable research problem
Communicates to others Focus and importance of problem Educational context and scope Framework for reporting results
Indicates evidence-based inquiry
Copyright © Allyn & Bacon 2006 3
Sources of Problems
Casual observation Relationship between cognition and affect Relative effectiveness of positive or negative
reinforcement Deductions from theory
Effectiveness of using math manipulatives Relationship between instructional style and
learning style Related literature
Study of dropouts in your locale Use of math manipulatives in secondary schools
Copyright © Allyn & Bacon 2006 4
Sources of Problems
Current social and political issues Gender and race equity Inclusion
Practical situations Evaluations of specific programs Effectiveness of local initiatives
Personal experience and insight Teaching statistical courses from an applied
perspective Effectiveness of non-threatening classroom
assessments
Copyright © Allyn & Bacon 2006 5
Formal Problem Statements
Purpose Introduces reader to importance of
problem Places problem in an educational context Provides framework for reporting results—
findings and conclusions
Copyright © Allyn & Bacon 2006 6
Problem Formulation in Quantitative Research
Is phrased as statements, questions or hypotheses
Provides identification of population, variables, and logic of problem
Presents logic of constructs, variables, and operational definitions
Copyright © Allyn & Bacon 2006 7
Construct
Complex abstraction not directly observable e.g., motivation, meta-cognition, self-
concept, aptitude, etc. Derived from theory Expresses idea behind a set of particulars Can combine several variables into
meaningful patterns
Copyright © Allyn & Bacon 2006 8
Variable
An event, category, behavior or attribute Composed of attributes of levels that
express a construct Each variable a separate and distinct
phenomenon Two types based on what is measured
Categorical variables—groups variable into attributes (categories)
Continuous measured variable—can assume an infinite number of values within a range
Copyright © Allyn & Bacon 2006 9
Research Variable Types
In experimental research Independent—comes first—influences or
predictsAlso called manipulated or experimental
variableAntecedent
Dependent—comes second—if affected or predicted by independent variable
Consequence
Copyright © Allyn & Bacon 2006 10
Research Variable Types
In non-experimental research Independent variable cannot be
manipulated In correlational studies
Antecedent called predictor variable Dependent variable called criterionNot always possible to tell which comes
first When prediction not goal, but rather to see if
there is a relationship between variable
Copyright © Allyn & Bacon 2006 11
Operational Definition for Variable
Assigns meaning to a variable by specifying activities or operations necessary to measure, categorize, or manipulate variable
Tells researcher what is necessary to answer question or test hypothesis
Copyright © Allyn & Bacon 2006 12
Problem Formulation in Quantitative Research
Identify population, variables and logic of problem
Specific research questions and hypotheses Questions—simple and direct
Descriptive—typically asks “what is” and implies a survey research design
e.g., What is current dropout rate in Louisiana? Relationship—implies a correlational design
e.g., What is relationship between math attitude and math achievement?
Difference—implies a comparison e.g., Is there a difference in effectiveness of graded
and non-graded homework?
Copyright © Allyn & Bacon 2006 13
Research Hypotheses in Quantitative Research
Statements e.g., purpose of this research is to ....
Questions e.g., What is ...?
Copyright © Allyn & Bacon 2006 14
Research Hypotheses in Quantitative Research
Tentative statement of expected relationships between two or more variables e.g., there is a significant, positive
relationship between self-concept and math achievement
States direction of relationship Should be testable, verifiable Should offer a tentative explanation
based on theory or previous research Concise and lucid
Copyright © Allyn & Bacon 2006 15
Problem Formulation in Qualitative Research
Is phrased as statements or questions, never as hypotheses Broad statements: how, what and why
Begins with selecting general topic and mode of inquiry i.e., interactive and non-interactive
Copyright © Allyn & Bacon 2006 16
Qualitative Field Records, Descriptions, and Abstractions Employs inductive reasoning Selects a particular case (rather than variables
as in quantitative) for in-depth study Case is a particular social situation chosen by
researcher in which some phenomenon will be described by participants’ perceptions
Aim is to gain understanding of a broader phenomenon
Qualitative field records Participant observation field notes Interview tapes Researcher notes on historical documents
Copyright © Allyn & Bacon 2006 17
Narrative Descriptions Detailed narrations of people, incidents, and
processes Completed after data collection because of
discover-orientation of research Called “rich” or “thick” Contains information on
People Incidents Participants’ language Participants’ “meanings”
Synthesized abstractions Summary generalizations and explanations of major
research findings of study
Copyright © Allyn & Bacon 2006 18
Problem Reformulation
Initial statement of a broad, general question i.e., foreshadowed problem, phrased as
“what,” how,” and “why” of situation Condensed problem statement
identifying a specific focus Reformulation of problem during
research—emergent design
Copyright © Allyn & Bacon 2006 19
Statements of Qualitative Research Purposes and Questions
Qualitative problem statements Qualitative traditions of ethnography,
phenomenology, case study, grounded theory, and critical study
Focus on current phenomena through interactive data collection
Historical problem statements and questions Analysis of documents and archives Focus on understanding past
Copyright © Allyn & Bacon 2006 20
Mixed Method Problem Formulation
Equal priority to all questionsboth quantitative and qualitative data collected about same time Research questions and foreshadowed
problems Problems usually presented together Findings from both kinds of data would be
analyzed and interpreted together (triangulation)
Copyright © Allyn & Bacon 2006 21
Mixed Method Problem Formulation
Measured results explained by qualitative data Data collected sequentially Quantitative phase provides general
results explained with qualitative data Explanatory design
Copyright © Allyn & Bacon 2006 22
Mixed Method Problem Formulation
Qualitative questions, then quantitative questions Used when there is little prior research on a
topic or practice that is new Qualitative methods used first to investigate
scope of phenomenon Quantitative methods investigate findings in
a more structured way Exploratory design
Copyright © Allyn & Bacon 2006 23
Significance of Problem Selection
Rationale for a study Justifies why an evidence-based inquiry is
important Indicates researcher’s interest/choice
Knowledge of an enduring practice Theory testing Generalizability
Copyright © Allyn & Bacon 2006 24
Significance of Problem Selection
Extensions of understanding Methodological advancement Current issues Evaluation of a specific practice or policy
at a given site Exploratory research
Copyright © Allyn & Bacon 2006 25
Standards of Adequacy for Problem Statements
General research problem Does statement of general research
problem imply possibility of empirical investigation?
Does problem statement restrict scope of study?
Does problem statement give educational context in which problem lies?
Copyright © Allyn & Bacon 2006 26
Significance of Problem
Does problem contribute to one or more of following? Develops knowledge of an enduring practice Contributes to theory development Expands current knowledge Provides an extension of our understanding Advances methodology Related to a current social or political issue Evaluates specific practice or policy at given site Explores an issue about which little is known
Copyright © Allyn & Bacon 2006 27
Specific Research Question or Hypothesis
Quantitative Does specific research purpose, question,
or hypothesis state concisely what is to be determined?
Does level of specificity indicate question or hypothesis researchable? Do variables seem amenable to operational definitions?
Is logic clear? Are variables identified? Does research question or hypothesis
indicate framework for reporting results
Copyright © Allyn & Bacon 2006 28
Qualitative
Do research questions, foreshadowed problems, or condensed problem statements indicate particular case of phenomena to be examined?
Is qualitative methodology appropriate for description of present of past events?
Is logic reasonably explicit? Does research purpose indicate
framework for reporting findings?
Copyright © Allyn & Bacon 2006 29
Mixed Methods
Is relative emphasis of each method made explicit?
Is order in which quantitative and qualitative data collected clear?
Copyright © Allyn & Bacon 2006 30
Other Criteria
Is problem one in which researcher has a vital interest and a topic in which researcher has both knowledge and experience?
Are problem and design feasible in terms of measurement, access to case, sample, or population, permission to use documents, time frame for completion, financial resources, and like?
Copyright © Allyn & Bacon 2006 31
Other Criteria
Does researcher have skills to conduct proposed research and to analyze and interpret results?
Does proposed research ensure protection of human subjects from physical or mental discomfort or harm? Is right of informed consent of subjects
provided? Will ethical research practices be
followed?