Characteristics of a Research Question Using the characteristics of a research question provided on slide 2 and the examples provided on slide 3, write a research question that relates to your proposed research project. Note that you may change the research question as you develop your proposal. Write more than one if you are undecided. Email your research question(s) to the instructor for feedback.

Research Questions (Quantitative) 1. State a relationship between two or more variables 2. Presented in question form 3. Variables can be measured or operationally defined EXAMPLES: Is there a relationship between self concept and achievement? Do students taught by Method A have higher achievement than those taught by Method B?

Research Question General Specific What is the effect of ability grouping on achievement? Specific Will students in grouped classes have higher achievement (attitudes toward subjects) than students in ungrouped classes? Fall 2000 EPSY 441

Characteristics of a Hypothesis Using the characteristics of a hypothesis provided on slide 5 and the examples provided on slides 6-7, write a hypothesis that relates to your proposed research project. Note that you may change the hypothesis as you develop your proposal. Write more than one if you are undecided. Note: The hypotheses can be variations of your research questions. Email your hypothesis to the instructor for feedback.

Hypotheses (Quantitative) 1. State a relationship between two or more variables 2. Presented in statement form 3. Is statistically testable EXAMPLES: There will be no relationship between self concept and achievement. Students taught by Method A will have higher achievement than those taught by Method B. Fall 2000 EPSY 441

Hypotheses - Relationships There will be no significant relationship between Academic Competence and Social Integration There will be no significant relationship between Social Competence and Social Integration Fall 2000 EPSY 441

Hypotheses - Differences There will be no significant difference between males and females for: I feel good about my school work. People like me. There will be no significant difference between special and regular education students for: I feel good about my school work. Kids like me to be on their teams. Fall 2000 EPSY 441

Variable Definitions Understanding the nature of the variables in a research project is crucial in making judgments about the quality of the design and determining the intent of the researcher. Read the definitions that follow on slides 9-11. Then complete the Sample Study exercise that begins on slide 12.

Variables Variable Measured Variables Categorical Variables Any characteristic that varies from individual to individual Measured Variables Vary in degree, amount or quantity (e.g., attitude, achievement) Categorical Variables Describe characteristics that are qualitatively different (e.g., gender, eye color, method of teaching)

Variables Independent Variable Dependent Variable Measured (Ability), manipulated (Method), or selected (Gender) by the experimenter to determine its relationship to an observed phenomenon (Achievement) Dependent Variable Observed and measured to determine the effect of the independent variable, i.e., that factor that appears, disappears or varies as the experimenter introduces, removes or varies the independent variable

Variables Moderator Variable Control Variable Extraneous Variable Measured (Ability), or selected (Gender) by the experimenter to determine whether it modifies the relationship of the independent variable to the dependent variable. It is a special type of independent variable. Control Variable Controlled by the experimenter to cancel out or neutralize any effect they might otherwise have on the observed phenomenon (Grade 9) Extraneous Variable Independent variable not controlled by experimenter

Identification of Variables On the following slides are five specific hypotheses. Identify all variables stated in each hypothesis (i.e., independent, dependent, etc.). Note: Identify only those that are explicitly stated in the hypotheses. Send the instructor an email that lists the variables for each of the five hypotheses.

1. There is no significant difference between children taught using the Reading Recovery program and those taught using traditional methods with respect to standardized reading achievement scores.

2. Teachers with more than 10 years of teaching experience will indicate significantly less need for staff development training than teachers with 0-3 years or 4-9 years experience as indicated by the Teacher Staff Development Survey.

3. Using the Richard Simmons’ Deal-A-Meal plan, participants who exercise three times per week for 30 minutes will lose significantly more weight than participants who do not exercise or participants who do not use the plan at all.

4. Children who are hypnotized will score significantly higher in achievement, have fewer behavior problems, be more polite, and like their teachers better than children who are not hypnotized.

5. High school drug dealers that receive Snack Well Low Fat Cookies as motivation for positive behavior will be significantly less likely to push hard drugs than those dealers who receive only Oreos.