Research course 2: Research questions and hypotheses

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Research questions and

hypotheses

TCPB 124 TCPB 124 Week 2 Week 2 Dr Osama Al-Mahdi Dr Osama Al-Mahdi

Textbook: Fraenkel, J. and Wallen, N. (2006).

Textbook: Fraenkel, J. and Wallen, N. (2006). How to design and evaluate research inHow to design and evaluate research in education.

education.New York: McGraw-Hill.New York: McGraw-Hill. Fraenkel

Fraenkel & Wallen (2006) & Wallen (2006) notes retrieved from http://www.tusculum.edu/faculty/notes retrieved from http://www.tusculum.edu/faculty/

home/mnarkawicz/html/534notes.doc home/mnarkawicz/html/534notes.doc

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Quantitative research

•• Quantitative (Quantitative (numbersnumbers)) •• Facts/feelings separateFacts/feelings separate •• World is single realityWorld is single reality •• Researcher removedResearcher removed

•• Established research designEstablished research design •• Experiment prototypeExperiment prototype

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Qualitative research

•• Natural settings is direct source of Natural settings is direct source of datadata •• Data collected in the form of words or Data collected in the form of words or

pictures pictures

•• Concerned with how things occur Concerned with how things occur

•• Inductive data analysis – not based onInductive data analysis – not based on hypotheses

hypotheses

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Research questions

•• Research problem must be feasible, clear, significant,Research problem must be feasible, clear, significant, and ethical

and ethical

•• The research question is one The research question is one of the first of the first methodologmethodologicalical steps the investigator has to take when undertaking a steps the investigator has to take when undertaking a

research. The research question must be accurately and research. The research question must be accurately and clearly defined.

clearly defined.

•• Choosing a research question is the Choosing a research question is the central element of central element of both quantitative and qualitativ

both quantitative and qualitative research and e research and in somein some cases it may precede construction of the conceptual cases it may precede construction of the conceptual framework of study. In all cases,

framework of study. In all cases, it makes the theoreticalit makes the theoretical assumptions in the framework more explicit, most of all it assumptions in the framework more explicit, most of all it indicates what the researcher wants to know most and indicates what the researcher wants to know most and first.

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Research questions

•• _{RQ should be feasible (can be}_{RQ should be feasible (can be} investigate

investigated with d with availablavailable resources)e resources) •• _{RQ should be clear (specifically define}_{RQ should be clear (specifically define}

terms used…operational needed, but terms used…operational needed, but give both)

give both)

•• _{RQ should be s}_{RQ should be significant (worth}_{ignificant (worth} investigati

investigating; how does ng; how does it contribute toit contribute to field and who can use info)

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Qualitative research questions

•• In qualitative research inquiries state researchIn qualitative research inquiries state research questions, not objectives or hypotheses.

questions, not objectives or hypotheses.

•• The central question is statement of The central question is statement of the questionthe question being examined in its most general for

being examined in its most general form. Them. The central question can be followed by several sub central question can be followed by several sub questions in order to narrow the focus of the

questions in order to narrow the focus of the study but leave open the

study but leave open the questioning.questioning.

•• The questions become “working guidelines”The questions become “working guidelines” rather than “truths” to be proven. (Thomas, rather than “truths” to be proven. (Thomas, 1993: 35).

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Qualitative research questions

•• The research questions usually begin withThe research questions usually begin with the words “what” or “how”.

the words “what” or “how”.

•• Use exploratory verbs that convey theUse exploratory verbs that convey the

language of emerging design of research language of emerging design of research (e.g. discover, seek

(e.g. discover, seek to understand, exploreto understand, explore the process). Does not often use

the process). Does not often use wordswords with directional orientati

with directional orientation such on such as “affect”,as “affect”, “influence”, “impact”, “cause”, and “relate”. “influence”, “impact”, “cause”, and “relate”.

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Qualitative research questions

•• Open-ended and expected to evolve andOpen-ended and expected to evolve and to change during the study. Unlike the

to change during the study. Unlike the quantitat

quantitative research ive research questions whichquestions which

usually remain fixed throughout the study. usually remain fixed throughout the study.

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Examples of qualitative research

questions

•• One of the research questions whichOne of the research questions which guided Al-Mahdi’s (2009) study was: guided Al-Mahdi’s (2009) study was: How do the

How do the participant teachers and parentsparticipant teachers and parents perceive home-school

perceive home-school relationshiprelationships?s? Through the different stages of the data Through the different stages of the data

analysis process this broad question were analysis process this broad question were divided into groups of

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The sub-questions:

1. What are the available means of

1. What are the available means of communication between home andcommunication between home and school?

school?

2. Are parents and teachers

2. Are parents and teachers satisfied with the current level of satisfied with the current level of communication?

communication?

3. What kind of difficulties might influence the h

3. What kind of difficulties might influence the home-schoolome-school communication process?

communication process? 4. What efforts were made to

4. What efforts were made to overcome these difficulties and to supportovercome these difficulties and to support home-school communication?

home-school communication?

5. Are there any variations among parents

5. Are there any variations among parents in terms of their in terms of their communication with school? If so, how did

communication with school? If so, how did they vary, and why?they vary, and why? 6. How do the participant parents and teachers define their roles in 6. How do the participant parents and teachers define their roles in

supporting their children’s learning? supporting their children’s learning?

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Quantitative research questions

•• In quantitative research investigators useIn quantitative research investigators use research questions and hypotheses to

research questions and hypotheses to

specifically focus the purpose of the study. specifically focus the purpose of the study. •• Hypotheses are predictions the researcher Hypotheses are predictions the researcher

holds about the relationship among holds about the relationship among

variables. Testing the hypotheses use variables. Testing the hypotheses use statistical procedures in which the

statistical procedures in which the

investigator draws inferences about the investigator draws inferences about the populati

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Hypotheses

Are predictions about possible outcome of a

Are predictions about possible outcome of a study; sometimes severalstudy; sometimes several hypotheses from one RQ

hypotheses from one RQ RQ:

RQ: Will athletes Will athletes have a have a higher GPA higher GPA that non-athletes?that non-athletes? H:

H: Athletes wiAthletes will have ll have higher GPAs higher GPAs that non-atthat non-athleteshletes

Advantages to stating a hypothesis as well as Advantages to stating a hypothesis as well as RQRQ Clarifies/focuses research to make prediction based

Clarifies/focuses research to make prediction based on previouson previous research/theory

research/theory

Multiple supporting tests to confirm hypothesis strengthens it Multiple supporting tests to confirm hypothesis strengthens it

Disadvantages Disadvantages

Can lead to bias in methods (conscious or un) to try to support Can lead to bias in methods (conscious or un) to try to support

hypothesis hypothesis

Sometimes miss other important info due to focus o

Sometimes miss other important info due to focus on hypothesis (peer n hypothesis (peer review/replication is a check on this)

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Directional v.

non-directiona

l

hypothesis

•• _{Directional v.}_{Directional v. non-directio}_{non-directional}_nal

•• Directional says which group will scoreDirectional says which group will score higher/do better

higher/do better

•• _{Non directional just indicates there will}_{Non directional just indicates there will} be a difference, but not who will score be a difference, but not who will score higher/do better

higher/do better

•• Directional more risky, so beDirectional more risky, so be

careful/tentative in using directional ones careful/tentative in using directional ones

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Examples of quantitative questions

•• How do students rate on critical thinking skills? (aHow do students rate on critical thinking skills? (a

descriptive question focused on the

descriptive question focused on the independeindependentnt variable)

variable)

•• What are the students’ grades in science classes? (aWhat are the students’ grades in science classes? (a descriptive question focused on the

descriptive question focused on the dependentdependent

variable) variable)

•• What are the students’ prior grades in science? (aWhat are the students’ prior grades in science? (a descriptive question focused on the

descriptive question focused on the mediating variablemediating variable,, prior grades)

prior grades)

•• What is the educational attainment of the What is the educational attainment of the parents of parents of the students? (a descriptive question focused on

the students? (a descriptive question focused on thethe

mediating variable, educational attainment of parents) mediating variable, educational attainment of parents)

(Opfer, 2008 University of