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The Research Questio
DEVELOPING THE PROBLEM AND FORMULATING THE RESEARCH
| Question | Answer |
|---|---|
| A Research Question | is a statement that identifies the phenomenon to be studied. |
| To develop a strong research question from your ideas, you should ask yourself these things: | Do I know the field and its literature well? What are the important research questions in my fieldWhat areas need further explorationCould my study fill a gap? Lead to greater understanding?Has RS already been conducted in this topic area? |
| Sometimes the best research questions develop: | When we work across disciplinesWhen they originate from our own experience |
| Further Questions of RS Questions | Has this study been done before? is there room for improvIs the timing right for this ? to be answered? Is it a hot topic,is it becoming obsolete?Would funding sources be interested? If you are proposing a service prog, is the target com interested? |
| A strong research idea should pass the “so what” test | Think about the potential impact of the RS you are proposing. What is the benefit of answering your research question? Who will it help and how? If you cannot make a definitive statement about the purpose of your research, it is unlikely to be funded |
| Simple Questions are Always the BestA research focus should be | narrow, not broad-based. |
| Formulating the Research Question SummaryThe research question should be: | SimpleImportantAnswerableOriginal |
| Hypothesis | A well-thought-out and focused research question leads directly into your hypotheses. What predictions would you make about the phenomenon you are examining?This will be the foundation of your application. |
| Hypotheses are more . . . | specific predictions about the nature and direction of the relationship between two variables. |
| Characteristics of good hypotheses | Give insight into a RSQAre testable and measurable by the proposed experimentsSpring logically from the experience of the investigatorno more than 3 primary hypotheses should be proposed for a research study. |
| More Characteristics of good hypotheses | A proposal that is hypoth-driven is more likely to be funded than a “fishing expedition” or a primarily descriptive study.Provide a rationale for your hypoth—where did they come from, and why are they strong? |
| Providing alternative possibilities for the hypotheses that could be tested | why did you choose the ones you did over others? |
| Specific aims | are the steps you are going to take to test your hypotheses and what you want to accomplish in the course of the study period. |
| Using specific aims Your objectives should be | measurable and highly focusedEach hypothesis is matched with a specific aim. The aims are feasible, given the time and money you might be requesting for a grant. |
| The specific aims section should serve as a | succinct description of what you plan to accomplish during the study period.Begin this section with a brief description of the overall importance of your research projectList each aim followed by the hypothesis |
| Prior to determining the problem and formulating the research question, you must first | decide what topic area is of interest to you. |
| Once you have decided on you topic of interest, you then must | review some of the published literature to more specifically focus you area of interest |
| Reviewing the current literature allows you to | focus your area of interest, determine what the problem is and then formulate an appropriate research question. |
| DETERMINING WHAT THE PROBLEM ISThe Problem Statement, step 1 | 1. A broad statement that begins to focus the direction of the study. |
| DETERMINING WHAT THE PROBLEM ISThe Problem Statement, Step 2 | 2. Needed to clarify the scope of the study and to delineate what will be tested. |
| DETERMINING WHAT THE PROBLEM ISThe Problem Statement, Step 3 | 3. The problem is then refined to a research question, which is specific and defined. |
| DETERMINING WHAT THE PROBLEM ISThe Problem Statement Step 4 | 4. It should be clear and concise to enable one to focus the development of the research design. |
| steps of the research design | It delimits the purpose of the study.How important is it?How feasible is it?Is the population to be studied available?e. What is the research rationale to support the question?f. Includes a description of the specific variables to be studied |
| Literature is useful in identifying the specific problem.Step #1: | -Identify a Specific Problem-Decide or define the Research Question-Starts out BROAD and GENERAL then thru literature review-Becomes more PRECISE |
| THE RESEARCH QUESTION: 1. | 1. Specifies which factors and behaviors will be examined |
| THE RESEARCH QUESTION: step 2 | 2. What types of data will be collected (VARIABLES)These must be defined (OPERATIONAL DEFINITIONS) within the context of the study |
| THE RESEARCH QUESTION:Step 3 | 3. Once identified they are combined in a PURPOSE STATEMENT or HYPOTHESIS, suggesting how the VARIABLES are expected to be RELATED.-The HYPOTHESIS guides the investigation and subsequent DATA ANALYSIS. |
| THE RESEARCH QUESTION: Step 4 | 4. The question should be important, answerable, and feasible. |
| THE RESEARCH QUESTION: Step 5 | 5. The question can come from clinical experience, professional literature, previous studies, clinical theory. |
| REFINING THE QUESTION | 1.General problem identified.2.Importance and feasibility evaluated.3.Narrowed and refined to researchable dimension |
| PURPOSE OF THE STUDY | Examines the specific RESEARCH QUESTION |
| RESEARCH RATIONALE | The background for the research question clarifies the research rationale that will support the research question, guide decisions in designing the study, and provide the basis for interpreting the results. |
| VARIABLES | are the building blocks of the RESEARCH QUESTIONIndependent Variable is the predictor variable.Dependent Variable is the outcome variable. |
| This Variable is the predictor | Independent Variable |
| This Variable is the outcome variable. | Dependent Variable |
| Predictive Study | •Is the presence and quantity of the IV predictive of the DV?•Examples: Regression models |
| Comparative Study (causal relationships) | •IV is controlled and the DV is measured.•A change in the DV is presumed to be caused by the “value” of the IV.•The DV is a function of the IV.-IV has at least 2 LEVELS: these levels represent groups or conditions that will be compared. |
| IV = TYPE OF EXERCISE | Level 1 = No ExerciseLevel 2 = Aerobic Exercise |
| IV1 = TYPE OF EXERCISE (Active Varible - manipulate) | Level 1 = NoneLevel 2 = Aerobic |
| IV2 = SEX (Attribute variable - cannot change it) | Level 1 = MaleLevel 2 = Female |
| DV = the response or effect variable | does not have levelscan have multiple DVs |
Created by:
NicoleB
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