1 Characteristics of a Research QuestionCharacteristics of a Research Question

• Using the characteristics of a research Using the characteristics of a research question provided on slide 2 and the question provided on slide 2 and the examples provided on slide 3, write a examples provided on slide 3, write a research question that relates to your research question that relates to your proposed research project. Note that you proposed research project. Note that you may change the research question as you may change the research question as you develop your proposal. Write more than develop your proposal. Write more than one if you are undecided.one if you are undecided.

• Email your research question(s) to the Email your research question(s) to the instructor for feedback.instructor for feedback.

2•Research Questions (Quantitative)Research Questions (Quantitative)

• 1.1. State a relationship between two or more State a relationship between two or more variablesvariables

• 2.2. Presented in question formPresented in question form• 3.3. Variables can be measured or operationally Variables can be measured or operationally

defineddefined• EXAMPLES:EXAMPLES:• Is there a relationship between self concept and Is there a relationship between self concept and

achievement?achievement?• Do students taught by Method A have higher Do students taught by Method A have higher

achievement than those taught by Method B?achievement than those taught by Method B?

3 •Research QuestionResearch Question

• GeneralGeneral• What is the effect of ability grouping on What is the effect of ability grouping on

achievement?achievement?

• SpecificSpecific• Will students in grouped classes have higher Will students in grouped classes have higher

achievement (attitudes toward subjects) than achievement (attitudes toward subjects) than students in ungrouped classes?students in ungrouped classes?

4 Characteristics of a HypothesisCharacteristics of a Hypothesis

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

• Email your hypothesis to the instructor for feedback.Email your hypothesis to the instructor for feedback.

5 •Hypotheses (Quantitative)Hypotheses (Quantitative)

• 1.1. State a relationship between two or more State a relationship between two or more variablesvariables

• 2.2. Presented in statement formPresented in statement form

• 3.3. Is statistically testableIs statistically testable• EXAMPLES:EXAMPLES:

• There will be no relationship between self concept and There will be no relationship between self concept and achievement.achievement.

• Students taught by Method A will have higher Students taught by Method A will have higher achievement than those taught by Method B.achievement than those taught by Method B.

6•Hypotheses - RelationshipsHypotheses - Relationships

• There will be no significant relationship between There will be no significant relationship between Academic Competence and Social IntegrationAcademic Competence and Social Integration

• There will be no significant relationship betweenThere will be no significant relationship betweenSocial Competence and Social IntegrationSocial Competence and Social Integration

7 •Hypotheses - DifferencesHypotheses - Differences

• There will be no significant difference between males There will be no significant difference between males and females for:and females for:

• I feel good about my school work.I feel good about my school work.

People like me. People like me.

• There will be no significant difference between special There will be no significant difference between special and regular education students for:and regular education students for:

I feel good about my school work. I feel good about my school work.

Kids like me to be on their teams.Kids like me to be on their teams.

8Variable DefinitionsVariable Definitions

Understanding the nature of the variables in a Understanding the nature of the variables in a research project is crucial in making judgments research project is crucial in making judgments about the quality of the design and determining the about the quality of the design and determining the intent of the researcher.intent of the researcher.

Read the definitions that follow on slides 9-11.Read the definitions that follow on slides 9-11.

Then complete the Sample Study exercise that begins Then complete the Sample Study exercise that begins on slide 12. on slide 12.

9 •VariablesVariables

• VariableVariable• Any characteristic that varies from individual Any characteristic that varies from individual

to individualto individual

• Measured VariablesMeasured Variables• Vary in degree, amount or quantity Vary in degree, amount or quantity

(e.g., attitude, achievement)(e.g., attitude, achievement)

• Categorical VariablesCategorical Variables• Describe characteristics that are qualitatively Describe characteristics that are qualitatively

different (e.g., gender, eye color, method of different (e.g., gender, eye color, method of teaching)teaching)

10 •VariablesVariables

• Independent VariableIndependent Variable• Measured (Ability), manipulated (Method), or Measured (Ability), manipulated (Method), or

selected (Gender) by the experimenter to selected (Gender) by the experimenter to determine its relationship to an observed determine its relationship to an observed phenomenon (Achievement)phenomenon (Achievement)

• Dependent VariableDependent Variable• Observed and measured to determine the effect Observed and measured to determine the effect

of the independent variable, i.e., that factor that of the independent variable, i.e., that factor that appears, disappears or varies as the appears, disappears or varies as the experimenter introduces, removes or varies the experimenter introduces, removes or varies the independent variableindependent variable

11 •VariablesVariables

• Moderator VariableModerator Variable• Measured (Ability), or selected (Gender) by the Measured (Ability), or selected (Gender) by the

experimenter to determine whether it modifies the experimenter to determine whether it modifies the relationship of the independent variable to the relationship of the independent variable to the dependent variable. It is a special type of dependent variable. It is a special type of independent variable.independent variable.

• Control VariableControl Variable• Controlled by the experimenter to cancel out or Controlled by the experimenter to cancel out or

neutralize any effect they might otherwise have on neutralize any effect they might otherwise have on the observed phenomenon (Grade 9)the observed phenomenon (Grade 9)

• Extraneous VariableExtraneous Variable• Independent variable not controlled by experimenterIndependent variable not controlled by experimenter

12Identification of VariablesIdentification of Variables

On the following slides are five specific On the following slides are five specific hypotheses. Identify all variables stated in hypotheses. Identify all variables stated in each hypothesis (i.e., independent, each hypothesis (i.e., independent, dependent, etc.). Note: Identify only those dependent, etc.). Note: Identify only those that are that are explicitly statedexplicitly stated in the hypotheses. in the hypotheses.

Send the instructor an email that lists the Send the instructor an email that lists the variables for each of the five hypotheses.variables for each of the five hypotheses.

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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.

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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.

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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.

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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.

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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.