1. Problem Statements
Notes from
McMillan & Schumacher
EDUU600

2. General Research Problem
Does the problem statement imply the
possibility of empirical investigation?
Does the problem statement restrict
the scope of the study?
Does the problem statement give the
educational context in which the
problem lies?

3. Quantitative Questions
Does the research purpose, question, or
hypothesis states precisely what is to be
determined?
Is the question specific enough to be
researchable?
Is the deductive logic clear?
Does the question indicate how the results
will be reported?

4. Quantitative Problem Formation
Start with a general topic and narrow to a problem
Need help to narrow the focus:
Read secondary literature
Talk with people who might use the results of the study
Brainstorm with fellow researchers and academic
advisors
Must make decisions:
What are the variables?
Who is the population?
What is the logic of the problem?

5. Research Hypotheses
Tentative statement of expected relationship between
two or more variables
Must be testable or verifiable
Should offer a tentative explanation based on theory
or previous research
Should be concise and lucid
Experimental research should hypothesize directional
difference
Example: “Fifth grade students who receive microcomputer
assisted instruction will have higher math achievement than
comparable students who did not receive microcomputer-
assisted instruction.”

6. State a Possible Hypothesis
What is the effect of individualized and structured
social studies on high school students?
H.S. students in an individualized curriculum will score
higher on a social studies test than students in a structured
curriculum
Do teachers’ perceptions of job stress differ among
teachers of mildly retarded, moderately retarded, and
nonretarded children?
There is a significant difference in the scores of a teacher
burnout inventory of mildly retarded, moderately retarded,
and nonretarded children - OR
The degree of teacher burnout increases as the students’
level of intellectual ability decreases.

7. Variables
Dependent Variable
The consequence of the manipulated variable
Dependent on the experimental (or independent)
variable.
Correlational Research – the Predicted or Criterion
Variable
Independent Variable
The manipulated or experimental variable
Referred to as the antecedent variable
Precedes the dependent variable
Correlational Research - called the Predictor Variable

8. Dependent and Independent
Variables?
Relationship of Teacher Cognitive Styles to
Pupils’ Academic Achievement Gains
Dependent – Academic Achievement Gains
Independent – Teacher Cognitive Styles
Effects of Two School-Based Intervention
Programs on Depressive Symptoms of
Preadolescents
Dependent – Depressive Symptoms
Independent – Two school-based intervention
programs

9. Deductive Logic
CONSTRUCT
VARIABLES
OBSERVATION
LOGICAL REASONING
RELATIONSHIP
Define the Observation and
Instrument to Measure the Phenomenon
Start with abstract construct
that is not directly observable
Determine if variables are observable -
Categorically or Measured Continuously

10. Deductive Logic Defined
CONSTRUCT
VARIABLES
Categorical or
Measured
OBSERVATION
LOGICAL REASONING
RELATIONSHIP
Intelligence – Creativity – Motivation
Aptitude – Anxiety – Self Concept
Event – Category – Behavior
Attribute that Expresses the Construct
Data Collection
Instrument for Measuring Variable

11. Deductive Logic - Example
INTELLIGENCE
VARIABLES:
Intelligence &
Achievement
OBSERVATION
LOGICAL REASONING
RELATIONSHIP
Intelligence relates positively
to achievement.
Variables defined operationally:
Intelligence – IQ Test
Achievement – Standardized Test
Measure Variables
Compare through Statistical Test to
Determine Relationship

12. Qualitative Problem Formation
Select a General Topic
Select a Mode of Inquiry
Interactive or Noninteractive
Topic and Methodology
Interrelated
Selected almost simultaneously
Narrow topic to a more definitive topic
Research interests come from:
Personal experience and interest in topic
Have physical and/or psychological access to present or
past social settings.

13. What is the case to be studied?
This study describes and analyzes how women
faculty members at an urban university perceive
their professional and personal lives and how they
integrate their lives.
Female member at an urban university
The research problem is to describe how Miss
Sue, a first-year elementary school teacher, learns
a professional role with students, faculty,
administrators, and parents, and how she develops
“meaning” for teacher professionalism.
Miss Sue’s first year as a teacher in an elementary
school.

14. Inductive Logic
Synthesized
Abstractions
Narrative
Descriptions
Field Records
A Case
LOGICAL REASONING
LOGICAL ANALYSIS
Generate Generalizations and Explanations
List themes, Assertions, Propositions
Detailed Narrations of People,
Incidences, Processes
Specific “Case” or Situation Examined
Through Field Records Obtained over Time

15. Inductive Logic Defined
Present
Explain, Assert
Discover and
Describe
Explore and
Examine Case
LOGICAL REASONING
LOGICAL ANALYSIS
Generate Generalizations and Explanations
List themes, Assertions, Propositions
Rich, thick, details
Discovery Oriented
Classroom Observations, In-Depth
Interviews, Historical Documents

16. Inductive Logic Example
Interpretations
Conclusions
Students
Words
Case Study
Literacy Students
LOGICAL REASONING
LOGICAL ANALYSIS
Code Themes - Student Perceptions
Pros and Cons of Electronic Portfolios
Interviews, Portfolio Reflections,
Artifacts, Observations, Opinions
Case Study of 10 Students
Creating Electronic Portfolios

17. After researcher has begun to collect data
Emergent Design
Changing Data Collection Strategies
Study in greater depth as data emerge
Evolves throughout study

18. Anticipated prior to study
Derived from researcher’s experience
during study
Stated as broad, general questions
What? How? Why?
Reformulated and adjusted throughout
study

19. Qualitative Questions
Do the research questions indicate the
particular case of some phenomena to be
examined?
Is the methodology appropriate for the
description of present and past events?
Is the inductive logic reasonably explicit?
Does the research purpose indicate the
framework for reporting the findings?

20. Mixed Method Problem Statements
Begin with the formulation of a general
problem
Followed by a more specific purpose for
the study
Research questions and foreshadowed
problems presented with deference to the
relative importance of each method in the
study

21. Equal Priority to All Questions
Both quantitative and qualitative data
collected at about the same time
Research questions and foreshadowed
problems usually presented together
Findings from both kinds of data would be
analyzed and interpreted together

22. Explanatory Design
Measured results explained by
qualitative data
Data collected sequentially
Quantitative phase provides general
results explained with qualitative data

23. Exploratory Design
Qualitative questions, then quantitative
questions
Qualitative methods used first to
investigate the scope of the phenomenon
Quantitative methods then investigate the
findings in a more structured way