Chapter Summary
Chapter 3 • Identifying a Research Problem
- 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.