Selecting Research Topic

(1)

Selecting a Research Problem

(2)

Problem!

1. 1. A

A que

questi

stion

on rai

raised

sed fo

for

r inq

inquir

uiry,

y,

consideration or solution

2. 2. An

An intr

intrica

icate

te uns

unsett

ettled

led que

questi

stion

on

Source

(3)

What do we do with

Problems?

Ignore them

Tal

Talk

k abo

about

ut the

them

m

Try

(4)

What is a Research Probl

What is a Research Problem?

em?

It

It is is a pra problem oblem that that someone someone would would likelike to investigate.

to investigate. It

It is is considerconsidered ed a sia situatiotuation n that that needs needs toto be changed or addressed.

be changed or addressed. The

These se proproblemblems s consconsist ist of:of:

Are

Areas as of of concernconcern Conditi

Conditions ons to be to be improvimproveded Diffic

Difficulties ulties to be to be elimieliminatednated Questi

(5)

The Research Problem

In

In educ

educationa

ational rese

l research,

arch, the res

the research

earch

problem is typically posed as a

question.

(6)

F

actors to consider in

Selecting a Research Problem

The

The toptopic ic shoshould uld bebe important (significant)important (significant)

±

± Writing Writing a thesis or dissertation a thesis or dissertation is an exercise is an exercise toto learn how to conduct research.

learn how to conduct research. ±

± However, However, graduate students graduate students can learn can learn thethe research

research process on process on an important an important topic just topic just asas easy as learning the research process on a piddle easy as learning the research process on a piddle topic!

(7)

M

ore

F

actors to Consider«

Co

Consinsider der thethe feasibilityfeasibility of the project.of the project.

± How much

± How much timetime do you have availabledo you have available

Do you real

Do you really want to ly want to do a longitudido a longitudinal study tnal study that wilhat willl take 3 years to complete for a

take 3 years to complete for a MMS thesis?S thesis?

± How

± How difficult difficult is it. Are data available?is it. Are data available? ±

(8)

M

ore

F

actors«

M

(9)

F

actors to Consider in

Selecting a Research Problem

You

You shou

should

ld have

have aa personal interest

personal interest in

in

the topic.

±

± By the time you are done, yBy the time you are done, you may reallyou may really be tired of the topic

(10)

M

ore

F

actors to Consider«

T

Th

he

e ³³ newness

newness´ of the topic may hold

´ of the topic may hold

you interest longer, however there is

som

some value

e value in repeating previous

in repeating previous

research

(11)

M

ore

F

actors«

M

ake sure the research question is

clear

(12)

Researchable vs. Non-researchable

Questions

(13)

Writing Clear Questions

Don¶t

Don¶t use use words words open open to into interpreterpretatitationon

± Humanistic, teacher centered classroom ± Humanistic, teacher centered classroom

Be

Be ververy y spespecifcificic

±

± 4-H agent4-H agents, not es, not extensixtension agenton agentss

It

It is is memeasuasurabrablele

±

(14)

Defining Terms

There

There are 3 are 3 ways ways to clto clarify arify impimportanortantt terms or meaning in a

terms or meaning in a research question:research question:

1) use of constitutive definition (the dictionary 1) use of constitutive definition (the dictionary

approach) approach)

2) use of proper example(s) 2) use of proper example(s) 3) use of

3) use of operational definition (specifyingoperational definition (specifying operations used to measure or identify operations used to measure or identify examples of the term)

examples of the term)

See p. 53, Key Terms to

(15)

When Operational Definitions would be Helpful (

(16)

How does one find

topics to research?

Become

Become a scholar a scholar in in an area an area of specialof specializationization Read,

Read, listlisten, en, discudiscuss ss and and thinthink crik criticalticallyly

F

Follow up on ideas that stem from presentollow up on ideas that stem from present research

research Expl

(17)

Steps in ³Zeroing In´

on a Problem

Ident

Identify ify a broaa broad ared area tha that iat interesnterests ts youyou Rea

Read d the the litliterateratureure Narro

Narrow w the the area area to to 2 o2 or 3 r 3 topitopicscs Thoroughl

Thoroughly y examine examine the the literature literature on on the the 2-32-3 topics

topics Sele

(18)

Refining the Topic

The

The topic

topic has

has to b

to be ³s

e ³sized´

ized´!!

±

± Generally tGenerally this means reducing thhis means reducing the scopee scope of the topic, occasionally it might be

of the topic, occasionally it might be expanded.

expanded. ±

± Graduate studentGraduate students often select topics thats often select topics that are too broad

(19)

I want to research the

effect of providing

immediate feedback to

university students!

Way too general and broad! Way too general and broad!

(20)

Refining the Topic

The

The topic

topic has

has to b

to be ³cl

e ³clarifi

arified´!

ed´!

±

± The topic needs The topic needs to reworded so that itto reworded so that it states clearly and

states clearly and unambiguounambiguously theusly the matter to be

matter to be investigatedinvestigated, the variables to, the variables to be investigated, and participants, if any, be investigated, and participants, if any, that will be involved.

(21)

I want to research the

impact of providing

immediate feedback via

e-Instruction responders in

Instruction responders in

AEE graduate classes!

M

Muchuch Better! Better!

(22)

Refining the Topic

A

A series of

series of research q

research questions o

uestions or one

r one or

or

more hypotheses, or both, should be

stated.

Such

Such questions

questions and

and hypotheses

hypotheses orient

orient

the study, add cohesiveness, and are

essential in helping solve the

(23)

Does the use of

Does the use of e-Information

e-Information

responders to provide

imm

immediate

ediate feedback to graduate

feedback to graduate

students in AEE cl

students in AEE classes:

asses:

1. Increase student learning?

2. Improve student evaluations of

classes?

(24)

It is hypothesized that:

Graduate

Graduate students

students in

in AEE

AEE classes

classes who

who

use the e-Instruction responders will

score higher on mid-term and final

exams than graduate students in AEE

classes who do not use the

classes who do not use the e-Instruction

e-Instruction

responders.

(25)

It is further hypothesized that:

Gradu

Graduate A

ate AEE

EE clas

classes in

ses in which

which e-

e-Instruction responde

Instruction responders are

rs are used will

used will

have higher course evaluations than

will graduate AEE classes in which t

will graduate AEE classes in which the

he

e-Instruction responders were not used.

(26)

The Research Process

Selec

Select t and and defidefine ne the the problproblemem Accumulat

Accumulated ed pertinent pertinent knowledge knowledge andand information

information Devel

Develop op specispecific fic objecobjectivetivess Desig

Design n the sthe studytudy, th, the cole collect lect and and analyanalyzeze data

data Int

Interperpret ret datdataa Prepa

(27)

The Research Proposal/

The Research Proposal/Report

Report

F

For graduate students, the research proposalor graduate students, the research proposal is presented to your committee for their

is presented to your committee for their approval

approval beforebefore _{you conduct the research or}_{you conduct the research or}

F

For others, the research proposal ior others, the research proposal is typicallys typically presented to a funding agency, school board presented to a funding agency, school board or

or extension administration for extension administration for approval/funding

(28)

The Research Proposal/

The Research Proposal/Report

Report

A re

A research search propoproposal sal is fis future uture tensetense, , aa research report is past tense

research report is past tense A res

A research earch report report may bmay be lone longer ger (as i(as in then the case of a thesis or dissertation) or it may be case of a thesis or dissertation) or it may be shorter (as is the case in a

shorter (as is the case in a journal article or journal article or research paper presented at a

(29)

What should be in a

research proposal/report?

Typi

Typically cally a ta thesis hesis or dor dissertissertation ation in Ain AEE hEE has fas fiveive chapters/sections.

chapters/sections. ± Introduction ± Introduction ±

± Review Review of the Lof the Literaiteratureture ± ± MMethodologyethodology ± ± FFindingsindings ± Conclusions/Implications ± Conclusions/Implications

(30)

Research proposal/report

The

The length length of a of a thesis thesis or dissertator dissertation ion will bwill bee from 50-150 pages.

from 50-150 pages. A j

A journal ournal articlarticle e or resor research earch paper paper willwill contain the same content in the

contain the same content in the samesame sequence as listed in the

sequence as listed in the previous slide butprevious slide but will be greatly abbreviated.

will be greatly abbreviated. A rese

A research arch propoproposal sal will will contaicontain tn the fihe first 3rst 3 chapters listed in the previous slide.

(31)

Introduction Section or

Chapter

The

The introductory introductory section section introduces introduces thethe problem to be studied and

problem to be studied and could range fromcould range from 3 or

3 or so paragraphs to several pagesso paragraphs to several pages This

This is ofis often ften folloollowed wed by a by a sectisection on titltitleded ³Need for the Study´. This is 1- 3 para

³Need for the Study´. This is 1- 3 paragraphsgraphs in length. Here you make the case for

in length. Here you make the case for studying the problem you have

(32)

Introduction Section

Statement

Statement of

of the Problem

the Problem is

is next.

next. This

This

is one or two sentences clearly stating

what it is being study. If often starts

with ³The purpose«´

The purpose of this study is to

The purpose of this study is to determine if determine if immediate feedback in AEE graduate classes immediate feedback in AEE graduate classes

improves student learning and course evaluations. improves student learning and course evaluations.

(33)

Introduction Section

Research

Research questions questions and/or and/or hypothesihypothesis s follow.follow.

±

± Descriptive Descriptive research research often uses often uses just researchjust research

questions. It is permissible to have a hypothesis. questions. It is permissible to have a hypothesis. ± In experimental, quasi-experimental,

± In experimental, quasi-experimental, correlational or ex post facto

correlational or ex post facto research aresearch a

hypothesis is generally expected. You can also hypothesis is generally expected. You can also have research questions if desired.

(34)

Research Question(s)

Sa

Sammplple e ReReseseararch ch QuQuesestitiononss

±

± Does the Does the use use of of e-Ie-Infonformarmatiotion n resrespondponders ers toto provide immediate feedback to graduate

provide immediate feedback to graduate students in AEE classes increase student students in AEE classes increase student learning?

learning? ±

± Does the Does the use use of of e-Ie-Infonformarmatiotion n resrespondponders ers toto provide immediate feedback to graduate

provide immediate feedback to graduate students in AEE classes improve student students in AEE classes improve student evaluations of classes?

(35)

Research Question(s)

One

One may may have have severseveral al researresearch ch questquestionion

F

For data analysis avoid research questionsor data analysis avoid research questions with an ³and´

with an ³and´

±

± Does the Does the use of e-Informuse of e-Information responders ation responders toto

provide immediate feedback to graduate students provide immediate feedback to graduate students in AEE classes increase student learning and

in AEE classes increase student learning and improve student evaluations of classes?

improve student evaluations of classes? One part of the question may be yes an

One part of the question may be yes and thed the other no. It is best to

other no. It is best to compartmentalizecompartmentalize everything.

(36)

The Hypothesis

In pro

In proposinposing g or repor reportinorting rg researchesearch, tw, two typo typeses of hypotheses are normally stated:

of hypotheses are normally stated:

± Directional ± Directional

AEE gradua

AEE graduate studentte students will ls will learn more earn more in classes in classes inin which e-Instruc

which e-Instruction responders are tion responders are used than in used than in classesclasses where they are not used.

where they are not used.

± Null ± Null

There

There will be will be no differencno difference in Ae in AEE graduate EE graduate studentstudent learning in classes in which

learning in classes in which e-Instre-Instruction respondersuction responders are used and in classes in which they are not used. are used and in classes in which they are not used.

(37)

The Hypothesis

It

It is pos

is possible to

sible to have a

have a nondirectional

nondirectional

hypothesis. This is stated the sam

hypothesis. This is stated the same as

e as aa

null hypothesis.

When

When one

one performs

performs a s

a statistical tes

tatistical test,

t,

they are actually testing the Null

hypothesis

(38)

Introduction continued«

The

The introd

introductory

uctory secti

section ge

on generall

nerally

y

contains:

±

± AssumptioAssumptions ± you think people willns ± you think people will

answer honestly, they have knowledge of answer honestly, they have knowledge of the subject, they are

the subject, they are representativerepresentative, etc., etc.

T

Typically this is included in a ypically this is included in a proposal and inproposal and in theses and dissertations but is not reported in theses and dissertations but is not reported in journal articles or research presentations.

(39)

Introduction continued«

The

The introd

introductory

uctory secti

section ge

on generall

nerally

y

contains:

±

± Limitations Limitations ± Things that happened during± Things that happened during the study they may impact on your

the study they may impact on your findings or the generalizability of the findings or the generalizability of the research

research

T

Typically this is incluypically this is included in a ded in a proposal and inproposal and in theses and dissertations but is not reported in theses and dissertations but is not reported in journal articles or research presentations unless journal articles or research presentations unless there is a glaring problem.

(40)

Introduction continued«

The

The introd

introductory

uctory secti

section ge

on generall

nerally

y

contains:

±

± Definitions Definitions ± Define the terms in your ± Define the terms in your

research that the average person might not research that the average person might not know

know

T

Typically this is included in a ypically this is included in a proposal and inproposal and in theses and dissertations but is not reported in theses and dissertations but is not reported in journal articles or research presentations.It is journal articles or research presentations.It is assumed your audience will know the words. assumed your audience will know the words.

(41)

Section 2 ± Review of

Literature

By th

By the tim

e time you fi

e you finish

nish your re

your researc

search,

h,

you should know more about the topic

than anyone else, including members of

your comm

your committee.

ittee. You accomplish this

You accomplish this

by a thorough review of existing

research regarding the problem.

(42)

Literature Review

In a

In a thesis thesis or dissertatioor dissertation, n, this this section section may may bebe 10-50 pages.

10-50 pages. In a j

In a journaournal l articlarticle it e it may may only only be 2-be 2-3 pag3 pageses at the most. You have to prove you know the at the most. You have to prove you know the research but can¶t go overboard because of research but can¶t go overboard because of page limitations on

(43)

Literature Review

It is

It is gene

generally b

rally best to s

est to start gl

tart globally

obally and

and

then narrow it down to the specific

research question you have.

Next week¶s

week¶s class f

class focuses on

ocuses on how

how to

to

conduct a literature review.

(44)

Literature Review

You

You want want to syto synthesnthesize ize and and mergmerge whe whatat others had done, not just string a

others had done, not just string a bunch of bunch of quotes together!!!!

quotes together!!!!

±

± MMoving around the classroom helps to maintainoving around the classroom helps to maintain student interest (Banks, 2001; Carpenter, 1996; student interest (Banks, 2001; Carpenter, 1996; James, 1998)

James, 1998) ±

± Banks (2001) Banks (2001) says it is imsays it is important to mportant to move aroundove around in the classroom.

in the classroom. ±

± Carpenter Carpenter (1996) believes (1996) believes movement movement in thein the

classroom helps students to focus on the teacher. classroom helps students to focus on the teacher. ±

± James (1998) James (1998) says teachers says teachers should change should change their their position every 3-4 minutes in order to keep

position every 3-4 minutes in order to keep student attention. student attention. YES! YES! NO! NO!

(45)

Section

3-Section 3-

M

ethods

Descr

Describe ibe the the researresearch ch methmethodolodologyogy (correlationa

(correlational, descriptive, etc.) you are l, descriptive, etc.) you are usedused (or plan to use) and why.

(or plan to use) and why. Describe

Describe the the population population you you are sare studying tudying andand how it is described.

how it is described. If a

If a sample sample is used, is used, tell tell how bhow big the ig the samplesample is, why that sample size was chosen, and the is, why that sample size was chosen, and the sample was selected (I.e stratified random sample was selected (I.e stratified random sample, cluster sample, etc.)

(46)

Section 3 -Section 3 -

M

ethods

If

If the

the research

research is

is experimental,

experimental, describe

describe

the research design and what was

the research design and what was done

done

to control extraneous variables.

If

If the re

the resear

search is h

ch is histor

istorical d

ical discu

iscuss

ss

sources of data.

(47)

Section

3-Section 3-

M

ethods

Descr

Describe ibe the rthe researcesearch h instrinstrumenument ut used.sed.

±

± How many How many sections and itemsections and items or on it s or on it and howand how do people respond.

do people respond. ±

± What is What is the rating scale? the rating scale? What is a What is a high score?high score? What is a low score?

What is a low score? ±

± How How was iwas it devt developed.eloped. ±

± Was Was it fiit field teld tested?ested? ±

± How do How do you know you know it is valit is valid.id. ±

(48)

Section

3-Section 3-

M

ethods

Descr

Describe ibe how how the the data data were were collecollectedcted (Personal interview,

(Personal interview, MMail survey, etc.)ail survey, etc.) When

When and and where where were were the the data data collecollectedcted What

What was dwas done one about about non-rnon-respoespondendentsnts?? How

(49)

Section

3-Section 3-

M

ethods

Describe

Describe the

the statistical p

statistical process

rocess used

used in

in

analyzing the data. Why did you use

the statistics you did.

(50)

Section

4-Section 4-

F

indings

Repo

Report rt the the data data you you have have collecollectedcted..

F

Follow the same sequence in ollow the same sequence in presenting thepresenting the data so that is

data so that is corresponds wicorresponds with your researchth your research questions or hypotheses.

questions or hypotheses. Data

Data shoulshould be d be reporreported ted both both in wriin writing ting andand in graphic form (tables, graphs, etc.)

in graphic form (tables, graphs, etc.) Repo

Report rt any any statstatistiistical cal teststests.. Just

Just report report the the factfacts, dos, don¶t n¶t make make anyany interpretations.

(51)

Section 5- Conclusions

Based

Based upon upon the fthe findiindings sngs sectioection, n, what what can becan be concluded?

concluded? What

What are the are the implicationimplications s of this of this research research for for practice?

practice? What

What recommendatrecommendations ions do do have have for ffor further urther research?