Summary of Chapter 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| The first step in selecting a research topic | identify a general subject that is related to your area of expertise and is of particular interest to you
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| Five main sources of research topics | 1. Theories
2. Personal experiences
3. Previous studies that can be replicated
4. Electronic mailing lists
5. Library searches
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| Theories | organized bodies of concepts, generalizations, & principles
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| Researchers often | study a particular aspect of a theory to determine its applicability or generalizablity.
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| A researcher's personal experiences and concerns | often lead to useful and personally rewarding studies
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| Can be rich topic sources | Common questions such as "Why does this happen?" or What would happen if...?"
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| Existing studies | common source of research topics
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| Replication of a study | usually involves changing some feature from the original study
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| Electronic mailing list | designed by organizations to facilitate communication among their members
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| Library searches | generally not efficient ways to identify research topics
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| Cover many topics briefly are useful | handbooks, encyclopedias, and yearbooks
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| Library resources | invaluable, after you have identified a topic to study
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| After an initial topic is identified | needs to be narrowed and focused into a manageable topic to study
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| Quantitative research topics | usually narrowed quickly at the start of a study
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| Qualitative research topics | not usually narrowed until the researcher has more information about the participants and their setting.
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| two basic characteristics of a good research topic | 1. It is of interest to the researcher
2. It is researchable using the collection & analysis of data
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| Not researchable | Topics related to philosophical and ethical issues (i.e. should questions)
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| A good topic has | theoretical or practical significance
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| A good topic | solution contributes in some way to improving the educational process.
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| A good topic for you | must be a topic that can be adequately investigated given your current level or research skill, available resources, and time and other restrictions
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| Topic statement | first item in the introduction to a research plan
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| Topic statement | introduction to the final research project. Provides direction for the remaining aspects of both
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| Well written topic statement for a quantitative study | generally indicates the variable of interest, the specific relations among those variables, & ideally, the characteristics of the participants.
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| Qualitative research topics | usually are stated in general language because qualitative researchers need to become attuned to their research context before narrowing their topic.
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| Hypothesis | researcher's prediction of the research findings
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| Researchers do not | set out to prove a hypothesis but rather collect data that either support or do not support it.
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| Hypothesis in quantitative study | formulated based on theory or on knowledge gained while reviewing the related literature.
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| Critical characteristic of a good hypothesis is that it is | based on sound rationale.
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| A hypothesis | a reasoned prediction, not a wild guess
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| A hypothesis | is a tentative but rational explanation for the predicted outcome
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| A good hypothesis states | clearly and concisely the expected relations or differences between variables
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| variables | should be stated in measurable terms.
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| A well stated and well defined hypothesis | must be testable
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| Inductive hypothesis | generalization made from a number of observations
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| deductive hypothesis | derived from theory and is aimed at providing evidence that supports, expands, or contradicts aspects of a given theory
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| Research hypothesis states | the expected relation or difference between variables, which the researcher expects to test through the collection and analysis of data
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| A non-directional hypothesis | predicts only that a relation or no difference exists
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| A directional hypothesis indicates | the direction of the difference as well.
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| Null hypothesis | predicts that there is no significant relation or difference between variables.
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| General paradigm or model for stating hypotheses for experimental studies is | P who get X do better on Y than P who do not get X (or get some other X) P=participants X=treatment or independent variable Y=outcome or dependent variable
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| Researcher selects | the sample, measuring instruments, designs, and procedures that will enable him or her to collect the data necessary to test the hypothesis
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| Those data | are analyzed to determine whether or not the hypothesis is supported
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| Typically, qualitative researchers | do not state formal hypotheses prior to the study
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| A qualitative researcher | may develop guiding hypotheses for the proposed research
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| Qualitative researchers | are likely to generate new hypotheses as a result of their studies.
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Created by:
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