Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 1 Chapter 2: Selecting and Defining a Research Topic Objectives Select and refine an educational topic to study. Distinguish good research topics from less appropriate ones. Distinguish between topic statements for quantitative studies and those for qualitative studies.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 2 Chapter 2: Selecting and Defining a Research Topic Objectives Identify or create good research hypotheses for quantitative and qualitative studies. Explain the differences between null, directional, and non-directional hypotheses and discuss the use of a directional hypothesis in a study.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 3 The Research Topic Selecting and defining a research topic is the first step in applying the scientific method. The research process is not linear and is often a process of trial and error. The research topic provides focus and structure. The research topic should be relevant and of interest to you.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 4 Sources of Research Topics Theories Personal experiences Studies that can be replicated Replication studies use a new sample to retest a hypothesis. Electronic mailing lists e.g., mlhttp:// ml Library searches

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 5 Narrowing a Topic Most topics need to be narrowed. Topics that are too broad: require larger literature reviews. complicate organization of literature review. lead to unfocused studies that are difficult to carry out and interpret. Narrow quantitative topics at the start of the research process. Qualitative researchers often narrow their topic after they are in the field.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 6 Characteristics of a Good Topic 1. The topic is interesting. 2. The topic is researchable. 3. The topic has theoretical or practical importance. 4. The topic is ethical. 5. The topic is manageable for you given your current skills, resources, and time available.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 7 Stating the Research Topic Quantitative research topics A topic statement describes the variables of interest, relations among those variables, and aspects of the sample. e.g., The purpose of the study is to investigate the psychometric properties of a new measure of spatial ability for middle school children. e.g., The topic to be investigated in this study is parents’ beliefs about homework for primary grade children.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 8 Stating the Research Topic Qualitative research topics are often stated in more general language at the outset of a study because the focus of the study will likely emerge after time in the field. e.g., The purpose of this study is to describe the experiences of elementary students who have previously been retained. e.g., This qualitative study explores the feelings of new teachers in large urban districts.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 9 Placement of the Topic Statement The topic statement is used in research plans and in research reports. Research statements are accompanied by background of the study and justification for the study. The potential relevance of the topic should be stated. Thinking about significance of the topic often assists researchers in formulating hypotheses.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 10 Formulating & Stating Hypotheses A hypothesis is a prediction of the researchers’ expected findings. Many studies contain more than one hypothesis. Researchers collect data to either support or not support a hypothesis. Written hypotheses are included in research plans and reports.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 11 Formulating & Stating Hypotheses Hypotheses are central to most quantitative studies. Hypotheses in quantitative studies are formulated before conducting the study. All aspects of a quantitative study are affected by the hypotheses. Hypotheses are derived from theory or knowledge gained through literature review.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 12 Guidelines for Hypotheses 1.A good hypothesis is based upon sound reasoning and is consistent with existing theory or is derived from previous research. 2.A good hypothesis provides an explanation for the predicted outcome. 3.A good hypothesis clearly operationally defines variables and states expected relations among variables. 4.A good hypothesis is testable within a reasonable time frame.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 13 Types of Hypotheses Inductive Hypothesis: A generalization based upon observations e.g., A researcher observes that students are motivated by praise; this observation becomes the basis for a hypothesis.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 14 Types of Hypotheses Deductive Hypothesis: Derived from theory and provides evidence that supports, expands, or even contradicts theory e.g., Based upon processing theories, a researcher forms the hypothesis that students will attend to moving objects in an educational computer game.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 15 Types of Hypotheses Nondirectional Hypothesis: States that a relationship or difference exists among variables e.g., There are differences between male and female students in spatial ability. Directional Hypothesis: States the expected direction of the relationship or difference among variables e.g., Male students will outperform female students on a test of spatial ability.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 16 Types of Hypotheses Null Hypothesis: States that there is no significant relationship or difference among variables. Null hypotheses are stated when there is little existing research or theoretical support for a hypothesis.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 17 Types of Hypotheses Null hypotheses are also more conservative than directional hypotheses in statistical tests. Most studies are not based in the null hypothesis. e.g., There are no significant differences in spatial ability between male and female students.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 18 Stating the Hypothesis A good hypothesis: is clearly and concisely stated. states the relation or difference among variables. defines variables in measurable terms.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 19 Stating the Hypothesis Model for hypotheses: P=The participants X=The treatment, the causal or independent variable (IV) Y=The study outcome, the effect or dependent variable (DV)

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 20 Identifying Title, Topic Statement and Hypothesis Title: the Effect of X (IV) on Y (DV) among P (subjects). Topic statement: the purpose of this research study is to... Hypothesis: subjects who receive X (IV) will have greater on Y (DV) than P (subjects) who do not receive X (IV).

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 21 Practice Example: Title The Effect of a Saturday Tutoring Program on Academic Achievement of Ninth Grade Students.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 22 Practice Examples: problem statement. Identify the P, X, & Y: The purpose of this study is to examine benefits in ninth grade students’ achievement based upon attendance at a Saturday tutoring program. P=Ninth grade students X=Saturday program attendance or nonattendance Y=Achievement

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 23 Hypothesis Statement Ninth Grade Students who attend a Saturday Tutoring Program will have Greater Academic Achievement than Ninth Grade Students who do no attend a Saturday Tutoring Program.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 24 Practice Problem: Title The Effect of extra-curricular participation on Social Skills of Middle School Students.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 25 Practice Examples: problem statement Identify the P, X, & Y: The purpose of this study is to examine differences in social skills between those middle school children who are involved in extra- curricular activities and those who are not involved in extra-curricular activities. P=Middle school children X=Extra-curricular activities Y=Social skills

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 26 Hypothesis Middle school students who are involved in extra-curricular activities will have higher levels of social skills than middle school students who are not involved in extra-curricular activities.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 27 Problem statement Statement of problem includes operational definitions and significance of topic.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 28 Hypothesis After a literature review the researcher is prepared to make a hypothesis: a prediction of the outcome given the presence of the IV on DV.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 29 Testing the Hypothesis The hypothesis is used to guide the research study. The researcher conducts the study and then analyzes the data to determine if the hypothesis is supported. Hypotheses are not proven—they are supported or not supported. Valuable contributions to the literature can still be made if a hypothesis is not supported. Hypothesis testing contributes by expanding, refining, and revising the literature base.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 30 Formulating & Stating Hypotheses Qualitative studies The qualitative researcher does not state formal hypotheses before conducting studies. Qualitative researchers may develop guiding hypotheses for the proposed research.

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved. 31 Formulating & Stating Hypotheses Qualitative studies Qualitative researchers often generate new hypotheses during the course of their study. Qualitative researchers may generate research questions from their guiding hypotheses.