1. Writing Qualitative Purpose Statements
1.1. Purpose statement in qualitative research: indicates the intent to explore or understand the central phenomenon with specific individuals at a certain research site
1.2. Sentence, at the end of the introduction
1.3. Sample Script
1.3.1. The purpose of this qualitative study will be to (explore/discover/understand/ describe) (the central phenomenon) for (participants) at (research site).
1.3.1.1. Example
1.3.1.1.1. The purpose of this qualitative study is to describe classroom learning using the Internet for five high school students participating in a sign language class.
2. Distinguishing Qualitative Research Questions from Data Collection Questions
2.1. Interview questions are based on issues subquestions.
2.2. Also, ask other questions, like and opening about the participants.
2.3. Might close with question about others to interview.
3. Research variables (a variable is defined as an attribute of an object of study)
3.1. Why we need them?
3.1.1. To write quantitative purpose statements, research questions, and hypotheses, you need to use variables.
3.1.1.1. To know what is a research's variables
3.1.1.2. To know what is a research's theory
3.1.1.3. To know what is a research elements that go into these statements and questions?
3.2. What they are?
3.2.1. A variable is a characteristic or attribute of an individual or an organization that
3.2.1.1. (a) researchers can measure or observe and
3.2.1.2. (b) varies among individuals or organizations studied
3.3. Their characteristic
3.3.1. Measured
3.3.1.1. Can be assessed on instrument (example: survey)
3.3.1.2. can be observed on instrument (example: survey)
3.3.1.3. can be recorded on instrument (example: survey)
3.3.2. Varies
3.3.2.1. Can assume different values
3.3.2.2. scores for different individuals
3.4. How to Specify Variables?
3.4.1. Typical Variables in an area (Examples from Education Fields)
3.4.1.1. Leadership style (by administrators)
3.4.1.2. Achievement in science (by students)
3.4.2. Difficult, but possibly measurable, variables
3.4.2.1. Examples
3.4.2.1.1. Socialization
3.4.2.1.2. Imagination
3.4.2.1.3. Intuition
3.4.2.1.4. Discrimination
3.4.3. Almost impossible to measure variables
3.4.3.1. Examples
3.4.3.1.1. Interpersonal communication skills (of counselors)
3.4.3.1.2. Subconscious thoughts
3.4.3.1.3. World poverty
3.4.3.1.4. Stereotypes
3.5. Variables Types (Distinguish between Variables)
3.5.1. Mesured as Categories and as Continuous Scores
3.5.1.1. A categorical measure is a value of a variable assigned by the researcher into a small number of categories (e.g., gender).call this type of measure a discrete or nominal score
3.5.1.2. A continuous measure is the value of a variable assigned by the researcher to a point along a continuum of scores, from low to high (e.g., age).
3.5.2. Variables vs. Constructs
3.5.2.1. A variable is an attribute or characteristic stated in a specific or applied way(e.g., grade point average)
3.5.2.2. A construct is an attribute or characteristic expressed in an abstract, general way (e.g., student achievement)
3.5.3. The Family of Variables
3.5.3.1. Independent variables
3.5.3.1.1. Definition: An attribute or characteristic that influences or affects an outcome or dependent variable
3.5.3.1.2. Another Definition: What variables or factors influence the outcomes?
3.5.3.1.3. Different Sort of Independent Variables
3.5.3.2. Dependent variables
3.5.3.2.1. An attribute or characteristic influenced by the independent variable
3.5.3.2.2. What outcomes in my study am I trying to explain? ask yourself, “What is the outcome in this study?”
3.5.3.2.3. To locate dependent variables in a study, examine purpose statements, research questions, and hypotheses for outcomes that the researcher wishes to predict or explain.
3.5.3.3. Example
3.5.3.3.1. Probable Case
3.6. Theories and Testing of Variables (Steps we follow with the list of variables we found related to our research)
3.6.1. First step is describing variables
3.6.2. Test the relationship between variables
3.6.3. Probable cause establishes likely cause-and-effect
3.6.4. Theories predict relationships to test
3.6.5. Theories as Bridges between Independent and Dependent Variables
3.6.5.1. We trying to understand the relationship between Independent Variable and Dependent Variable, we build a bridge of "Theory"
3.6.5.1.1. Independent Variable
3.6.5.2. Theory
3.6.5.2.1. As a formal theory that is expressed by connected hypotheses and variables identified by authors
3.6.5.2.2. As a conceptual framework often expressed as a visual model by other authors for relationship
3.6.5.2.3. As a theoretical rationale posed by other authors based on studies for relationship
3.6.5.2.4. An explanation posed by the author as a hunch for why independent variable relates to dependent variable
4. Qualitative Reerach (Purpose Statements and Research Questions?)
4.1. Quantitative Research vs. Qualitative Research
4.1.1. Quantitative—more closed
4.1.1.1. Probable cause/effect (“Why did it happen?”)
4.1.1.2. Use of theories (“Why did it happen in view of an explanation or theory?”)
4.1.1.3. Assess differences and magnitude (“How much happened?”) (“How many times did it happen?”) (“What were the differences among groups in what happened?”)
4.1.1.4. Explaining or Predicting variables
4.1.2. Qualitative—more open-ended
4.1.2.1. Descriptive (“What happened?”)
4.1.2.2. Interpretive (“What was the meaning to people of what happened?”)
4.1.2.3. A Central Phenomenon
4.1.2.3.1. Concept or a process explored in qualitative research
4.1.2.3.2. Focus on a single concept or process
4.1.2.3.3. Example:
4.1.2.4. Process-oriented (“What happened over time?”)
4.2. Emerging Processes in Qualitative Research
4.2.1. Qualitative research is an emerging design
4.2.2. Purpose statements and research questions may change
4.2.3. Feedback and responses of participants inform changes
4.2.4. Example
4.3. Writing Qualitative Research Questions: Guidelines
4.3.1. open-ended, general questions that the researcher would like answered
4.3.1.1. Change and emerge based on participants’ views and your understanding
4.3.1.2. Only a few general questions
4.3.1.3. Neutral, exploratory language
4.3.2. Writing Qualitative Research Questions: The Central Question
4.3.2.1. Central question: The overarching question you explore in the research study
4.3.2.2. Begin with how or what
4.3.2.3. Specify central phenomenon to explore
4.3.2.4. Identify participants
4.3.2.5. Mention research site
4.3.2.6. Problems Typically Found in Central Questions in Qualitative Research
4.3.2.6.1. Too general
4.3.2.6.2. Too focused
4.3.2.6.3. Too laden with assumptions
4.3.3. Writing Qualitative Research Questions: A Sample Script
4.3.3.1. What is (the central phenomenon) for (participants) at (research site)?
4.3.3.1.1. Example
4.3.4. Issue subquestions: Narrow the focus of the central question into specific issues.
4.3.4.1. Central question:
4.3.4.1.1. What does it mean to be a professional teacher?
4.3.4.2. Issue subquestions:
4.3.4.2.1. What do professional teachers do?
4.3.4.2.2. What is difficult/easy about being a professional educator?
4.3.5. Writing Qualitative Research Questions: Subquestions
4.3.5.1. Subquestions: Divides the central question into smaller, specific questions
4.3.5.1.1. Procedural subquestions: Indicate the steps to be used in analyzing the data in a qualitative study.
5. Overall Summary
5.1. Purpose Statement
5.1.1. Intent
5.1.1.1. Overall Direction
5.1.2. Form
5.1.2.1. One or more sentences
5.1.3. Use
5.1.3.1. Quantitative and Qualitative Research
5.1.4. Placement
5.1.4.1. End of Introduction
5.2. Research Questions
5.2.1. Intent
5.2.1.1. Raise Questions to be answered
5.2.2. Form
5.2.2.1. One or more questions
5.2.3. Use
5.2.3.1. Quantitative and Qualitative Research
5.2.4. Placement
5.2.4.1. End of Introduction, or After the Literature review, or In a separate section of the study
5.3. Hypothese
5.3.1. Intent
5.3.1.1. Make predictions about expectations
5.3.2. Form
5.3.2.1. When did the teacher first become aware of being a professional?
5.3.2.2. One or more statement
5.3.3. Use
5.3.3.1. Quantitative Research
5.3.4. Placement
5.3.4.1. End of Introduction, or After the Literature review, or In a separate section of the study
5.4. Research Objectives
5.4.1. Intent
5.4.1.1. State Goals
5.4.2. Form
5.4.2.1. One or More Objectives
5.4.3. Use
5.4.3.1. Typically Quantitative Research
5.4.4. Placment
5.4.4.1. End of Introduction, or After the Literature review, or In a separate section of the study
5.5. Why Are These Statements and Questions Important?
5.5.1. Represent major signposts Help identify appropriate methods Help link intent with the results
5.5.2. Examples
5.5.2.1. Research Objective: To rank the critical success factor for information system implementations. Research Method: Systematic Literature review - Delphi Method Research Outcome: Ranked critical success factors
5.5.2.2. Research Objective: To identify software testing issues in big projects. Research Method :Survey to practitioners Research Outcome: List of Testing issues
5.5.2.3. Research Objective: To assess the current security approaches for home surveillance. Research Method: Survey to vendors SLR. Research Outcome:List of Security approaches
6. Quantitative Research
6.1. Purpose Statement (Quantitative Research)
6.1.1. Advances overall direction or focus of the study
6.1.1.1. Example: The aim of this study is to aggregate and synthesize experiences and accumulated knowledge about Vision-Based Recognition (VBR) techniques.
6.1.2. Writing Quantitative Purpose Statements: Guidelines
6.1.2.1. Defination: A quantitative purpose statement identifies the variables, their relationship, and the participants and site for research
6.1.2.1.1. Use a single sentence
6.1.2.1.2. Use wording such as The purpose of this study...
6.1.2.1.3. If using a theory, state the theory you plan to test
6.1.2.1.4. Use quantitative words (e.g., “relate,” “compare,” “describe”) to describe the relationships between variables
6.1.2.2. Independent variable (1st position in sentence)
6.1.2.3. Dependent variable (2nd position in sentence)
6.1.2.4. Control and/or mediating variable (3rd position in sentence)
6.1.2.5. Research site
6.1.2.6. Participants
6.1.2.7. Sample Scripts
6.1.2.7.1. Example 1: The purpose of this study is to test (the theory) by relating (the independent variable) to (the dependent variable) for (participants) at (the research site)
6.1.2.7.2. Example 2: by comparing (independent variable) with (Group 1) and (Group 2) in terms of (dependent variable) for (participants) at (the research site).
6.2. Research Questions (Quantitative Research)
6.2.1. Narrow the purpose statement to specific questions to answer
6.2.1.1. Example: Do parent–teacher Internet communications affect student performance in the classroom?
6.2.2. Writing Quantitative Research Questions
6.2.2.1. Describe results of your variables
6.2.2.2. Compare two or more groups on the independent variable in terms of the
6.2.2.3. dependent variable
6.2.2.4. Relate two or more variables
6.2.3. Writing Quantitative Research Questions: Guidelines
6.2.3.1. Pose a question
6.2.3.2. Begin with “how,” “what,” or “why”
6.2.3.3. Specify the independent, dependent, and mediating or control variables
6.2.3.4. Use the words describe, compare, or relate to indicate the action or connection among the variables
6.2.3.5. Indicate the participants and the research site for the study
6.2.4. Writing Quantitative Research Questions: Descriptive Questions
6.2.4.1. Identify response to a single variable or question
6.2.4.2. Example Script
6.2.4.2.1. How frequently do (participants) (variable) at (research site)?
6.2.4.2.2. How frequently do African Americans feel isolated on college campuses?
6.2.5. Writing Quantitative Research Questions: Relationship Questions
6.2.5.1. Answer the degree and magnitude of the relationship between two or more variables.
6.2.5.2. Example Script
6.2.5.2.1. How does (independent variable) relate to (dependent variable) for (participants) at (research site)?
6.2.5.2.2. How do feelings of isolation relate to (or influence) the ethnic identity of African Americans in the United States?
6.2.6. Writing Quantitative Research Questions: Comparison Questions
6.2.6.1. How two or more groups on an independent variable differ in terms of one or more outcome variables
6.2.6.2. Example Script:
6.2.6.2.1. How does (Group 1) differ from (Group 2) in terms of (dependent variable) for (participants) at (research site)?
6.2.6.2.2. How do African Americans and European Americans compare in their perceptions of ethnic identity?
6.3. Hypotheses (Quantitative Research)
6.3.1. Prediction or a conjecture about the outcome of a relationship among attributes or characteristics
6.3.1.1. Example: Software Development(SD) Teams which are given higher incentives will be more productive compared to SD teams which are given lower incentives.
6.3.2. From where we get them?
6.3.2.1. Previous Researches
6.3.2.2. From Observations
6.3.2.3. and so on
6.3.3. Writing Quantitative Hypotheses
6.3.3.1. Narrows the purpose statement
6.3.3.2. Advances a prediction
6.3.3.3. Example: The more students feel alienated, the more likely they are to carry weapons to school.
6.3.4. Writing Quantitative Hypotheses: Guidelines
6.3.4.1. State the variables in this order: independent (first position), dependent (second position), and control (third position).
6.3.4.2. When comparing, explicitly state the groups; if variables are related, specify the relationship between the variables.
6.3.4.3. Make a prediction about changes you expect in your groups.
6.3.4.4. State information about the participants and the site unless it repeats information stated in your purpose statement.
6.3.5. Type of Hypothesis
6.3.5.1. Null Hypothesis
6.3.5.1.1. Purpose: To test in the general population that there is no change, no relationship, or no difference
6.3.5.1.2. Specific language found in the hypothesis: There is no difference (or relationship) between...
6.3.5.1.3. How researchers test the hypothesis: A test of the hypothesis
6.3.5.2. Alternative Hypothesis
6.3.5.2.1. Types
6.3.5.2.2. Purpose: The hypothesis that may be true if the null is rejected; it suggests a change, a relationship, or a difference
6.3.5.2.3. Specific language found in the hypothesis: Magnitude statements, such as higher, lower, more positive, or more favorable
6.3.5.2.4. How researchers test the hypothesis: A test of the hypothesis
6.4. Research Objectives (Quantitative Research)
6.4.1. Statement of intent that specifies goals to achieve in a study
6.4.1.1. Example: To describe the frequency of Internet communication between parents and teachers regarding the parents’ children in high school social studies classes
6.4.2. Can start with (format)
6.4.2.1. To describe
6.4.2.2. To Analyze
6.4.2.3. To Identify