1. Selection Of THE Research Problem

2. Source of Research Problem
1. Existing theory or research
Science is reflexive and with this previously completed studies comprise a valuable source of research problem.

3. Source of Research Problem
2. Practical Problem
Practical situations encountered in everyday life that demand some resolution.

4. Source of Research Problem
3. Observation - Many studies are motivated by investigator observing a trend, or noticing a pattern of behavior in everyday world and then deciding to investigate that pattern in a systematic way.

5. What is a Research Question?
An interrogative statement exploring the relationship between two or more communication concepts.
A question about how communication process works or how different components of the process are related.

6. Characteristics of Research Question :
Should explore the relationship between two or more communication concepts
Question must permit the possibility of empirical observational testing

7. Forms Of Research question
Open – Ended Question
leaves the direction or form of a relationship between concepts open, simply inquiring into whether any relationship exists between/ among them.
Example: How is instructor teaching style related to student perceptions of classroom climate?

8. Forms Of Research question
Closed- Ended Question
Specify the form or direction of the relationship between concepts, permitting the exploration of particular variety relationship
Example: Is more personalized teaching positively related to increased student perceptions of classroom climate?

9. Hypothesis
is a declarative statement suggesting a predicted relationship between two or more communication concepts.
4 Criteria of Good Hypotheses:
Should be compatible with the current knowledge in the discipline
Should clearly abide by the rules of logic
Should be worded clearly and concisely
Should be empirically testable

10. Varieties of Hypotheses
Two – Tailed Hypothesis
A declarative statement that suggest a relationship between/ among two or more concepts, but does not specify the form or direction of that relationship
It is the alternatively generally selected when previous research or theory suggest a relationship, but there is some question about the kind of relationship
H1: There is a relationship between instructor teaching style and student perception of classroom climate.
(Some relationship is expected though that relationship may take any number of forms)

11. Varieties of Hypotheses
One- Tailed Hypothesis
It is a declarative statement suggesting a particular form or direction to the relationship between/ among two or more communication concept
H2: As personalization of teaching increases, student perceptions of classroom climate increase.
(The relationship is not only expected but also the specific form of the relationship is explicitly stated)

12. NULL Hypothesis
Anytime a researcher propose a hypothesis as a research problem, they simultaneously create a NULL Hypothesis
It is defined as a hypothesis of no relationship
NH: There is no relationship between instructor teaching style and student perception of classroom climate.

13. Alternative Hypothesis
One that specifies a different form of relationship than that proposed by our original hypothesis
AH: As personalization of classroom teaching increases student perceptions of classroom climate decreases
(Contrasts one-tailed Hypothesis on the cited example)

14. Elements of research problem: Constructs
The terms that represent the things, or concept, in which the researcher has an interest.
Example: (1) instructor teaching style
(2) student perception of classroom climate

15. Elements of research problem: Constructs
Conceptual Definition
After constructs were identified this should come next
Defined as process of clearly defining those constructs by relating them to other constructs or terms
The goal is: to reduce the ambiguity of the terms used in problem statement
Derived Terms- terms with vague/ ambiguous meaning
Primitive Terms- those terms with consensus on their meaning

16. Elements of research problem: Constructs
Operational Definition
A statement describing the observable indicators of a constructs relative presence or absence
In other words this are the procedure that investigator will follow in order to observe, measure or manipulate the construct

17. Elements of research problem: Constructs
Variables
A construct capable of taking on two or more values, or, more simply, a construct that can vary.
1. Independent (X) - the variable that is expected to influence a change in other variable
Example: Instructor teaching style this expected to cause change in the “ student perception of classroom classmate”

18. Elements of research problem: Constructs
2. Dependent Variable (Y)- variable that is expected to change as a result of the actions of the independent variable Example: student perception of classroom climate 3. Intervening Variable (Z) – any other variables that might somehow influence the relationship between the independent and dependent variable. Example: temperature of classroom, color of the walls, length of class

19. Elements of research problem: Constructs
Characteristics Of Operational Definition
Conceptual Fit
How well the operational definition retains the majority of the characteristics described by the conceptual definition
2. Reality Isomorphism
- How consistent the operational definition is with the way the construct exist in the real world

20. Elements of research problem: Constructs
Manifest vs. Latent
a.1 Manifest – constructs in real world that can be observed directly (age, sex, time, income)
a.2 Latent – cannot be observed but must be inferred from other observable construct (intelligence, aggression, anxiety)

21. Elements of research problem: Constructs
b. Discrete vs. continuous b.1 Discrete – those that take on limited number of values and change in distinct steps ( sex, personal income, party affiliation) b.2 Continuous – can take on any value within a range from some low to some high (height, age, intelligence) c. Nominal vs. ordered c.1 Nominal – those that are classified without any inherit level of quantification. None is better or worse, greater or lesser than another ( sex, party affiliation) c.2 Ordered – tend to suggest some level of quantification ( class standing, height, income)

22. Elements of research problem: Linkages
Terms that specify the form or direction of the relationship expected or between among constructs
Varieties of Linkages:
Linear Relationship
As one construct varies, the other will change in a consistent manner

23. Elements of research problem: Linkages
1.A Positive Linear Relationship
As one construct changes in value the other construct will change in the same direction.
X↑= Y↑ or X↓= Y↓
1.B Negative Linear Relationship
As one construct changes in value the other construct change in the opposite direction.
X↑= Y ↓ or X↓= Y ↑

24. Elements of research problem: Linkages
Varieties of Linkages:
2. Curvilinear Relationship
Any relationship that is less direct than the linear form
as one construct varies the other also does but in less consistent manner

25. Elements of research problem: Linkages
2.A U- Relationship
A positive change in the value of one construct will result in an initial decline in the second construct followed by an eventual increase.
2.B Inverted U- Relationship
As one construct changes in value, either positively or negatively the other construct will initially increase in value to some point where it will plateau and then begin to decrease.