Identification of the topic to be researched is crucial, as it guides and shapes the remainder of the potential research study.
Often, initial research topics must be broadened or narrowed to be appropriate in scope and size.
Numerous preliminary factors must be considered when selecting research topics, including
personal interest,
importance of the topic,
newness of the topic,
amount of time that will be required,
potential difficulty of the topic,
potential monetary costs associated with the study, and
ethical design of the research.
Most research topics must be refined before they can be effectively and efficiently researched.
This may require a narrowing or broadening of the topic, clarification or rewording of the topic, and a statement of the research question or hypothesis.
Ideas for research topics in education can come from just about anywhere.
Research problems are developed into problem statements, where key variables are delineated.
Continuous variables measure a characteristic or trait along a continuum.
Discrete, or categorical, variables measure characteristics that are divided into separate categories.
Dichotomous variables are a special type of discrete variable, with only two possible categories.
Variables may be continuous or discrete, depending on how the researcher measures or collects data on those variables.
Variables may be measured on nominal, ordinal, interval, or ratio scales.
Independent and dependent variables are designated in experimental and some comparative research.
An independent variable precedes the dependent variable in time and influences the dependent variable in some way.
Confounding variables are measures of characteristics whose presence is not incorporated into the study but may influence the results of the study.
Examples of confounding variables include innate traits, permanent physical traits, and naturally occurring temporary conditions.
Confounding variables must be controlled if research results are to be considered legitimate.
Research questions can differ depending on whether qualitative or quantitative methods will be used.
Researchers must consider several important characteristics when stating research questions:
Qualitative research questions are open-ended; quantitative research questions are focused.
Research questions should require more than a simple yes/no answer.
Research questions should not be stated in a manner that assumes an answer before data have been collected.
Research questions should not be too broad or too specific in scope.
Research questions should be based in the body of literature related to the topic.
Research questions must be answerable through the collection of available data.
Research questions that guide research studies must be ethical.
Research questions should be important and feasible to answer.
The two main types of hypotheses are null and research, or alternative, hypotheses.
The null hypothesis states that no effect will occur, no relationship exists, or no differences will be found.
The research or alternative hypothesis is a statement of the researcher’s true expectations.
A directional research hypothesis indicates the direction of the results; a nondirectional research hypothesis states only that there is a difference and does not specify the direction of the difference.
