Educational

Research
Planning
Week 4
Discussion Topics

Educational Research Planning

● Title and Abstract
● Introduction
● Problem Statement
● Research Theoretical Framework
● Research Conceptual Framework
● Research Objectives
● Research Questions
● Research Hypotheses
● Operational Definition
● Significance of Research
● Limitation of Research
RESEARCH TITLE

Titles for research papers, articles, or other written works

can be classified into various types based on their structure
and purpose. Here are the types of titles you mentioned:

[Link] Titles:
1. Descriptive titles provide a clear and straightforward overview of the content or
subject matter of the work. They aim to inform the reader about the topic without
engaging in creative or persuasive language. For example:
1. "The Effects of Climate Change on Coastal Ecosystems"
[Link] Titles:
1. Declarative titles make a statement or argument about the topic, often indicating the
author's position or main finding. They can be more assertive and persuasive in
nature. For example:
1. "Eradicating Poverty: A Case for Universal Basic Income"
RESEARCH TITLE
3. Interrogative Titles:
1. Interrogative titles pose questions to the reader, inviting them to explore the topic or
issue presented in the work. These titles are often used when the author wants to
engage the audience's curiosity. For example:
1. "Can Renewable Energy Solve the World's Energy Crisis?"
[Link] Titles:
1. Nominal titles are relatively short and consist of only a few words. They aim to provide
a concise summary of the topic. For example:
1. "Artificial Intelligence in Healthcare"
[Link] Titles:
1. Compound titles combine two or more phrases or concepts to create a more
comprehensive and informative title. They can provide additional context or clarify the
scope of the work. For example:
1. "The Impact of Social Media on Adolescents: A Comparative Analysis"
[Link]-Sentence Titles:
1. Full-sentence titles are longer and often complete sentences that convey the main
idea or argument of the work. They can be more detailed and explanatory. For
example:
1. "Exploring the Relationship Between Sleep Patterns and Academic Performance in
College Students: A Longitudinal Study"
Checklist/useful tips for drafting a good
title for a research paper
• The title needs to be simple and direct
• It should be interesting and informative
• It should be specific, accurate, and functional (with essential scientific “keywords” for
indexing)
• It should be concise, precise, and should include the main theme of the paper
• It should not be misleading or misrepresentative
• It should not be too long or too short (or cryptic)
• It should avoid whimsical or amusing words
• It should avoid nonstandard abbreviations and unnecessary acronyms (or technical jargon)
• Title should be SPICED, that is, it should include Setting, Population, Intervention, Condition,
End-point, and Design
• Place of the study and sample size should be mentioned only if it adds to the scientific value
of the title
• Important terms/keywords should be placed in the beginning of the title
• Descriptive titles are preferred to declarative or interrogative titles
• Authors should adhere to the word count and other instructions as specified by the target
journal
Drafting a suitable title

A stepwise process can be followed to draft the appropriate title.

• The author should describe the research in about three
sentences, avoiding the results and ensuring that these
sentences contain important scientific words/keywords that
describe the main contents and subject of the research.
• Then the author should join the sentences to form a single
sentence, shorten the length (by removing redundant words
or adjectives or phrases), and
• finally edit the title (thus drafted) to make it more accurate,
concise (about 10–15 words), and precise. Some journals
require that the study design be included in the title, and this
may be placed (using a colon) after the primary title.
Tips for Writing an Effective
Research Paper Title
Make sure your research title describes (a) the topic, (b) the
method, (c) the sample, and (d) the results of your study.
You can use the following formula:

[Result]: A [method] study of [topic] among [sample]

Example:
Meditation makes nurses perform better: a qualitative study
of mindfulness meditation among German nursing students
[Link]
RESEARCH BACKGROUND
“around 5 pages”
How to write a background section in this context:

[Link] with a Hook or General Statement:

• Start your background section with an attention-grabbing hook or a broad
statement related to your topic. This can be a fact, an interesting observation,
or a statement that introduces the subject matter.
[Link] General Context:
• Offer a brief overview of the broader field or subject area that your research
paper relates to. Explain the significance of this field and why it's relevant.
[Link] Down to Your Specific Topic:
• Gradually transition from the general context to your specific research topic.
Explain why your particular area of study is relevant and important within the
larger field.
4. Explain the Relevance of Your Topic:
• Discuss why your chosen topic is worthy of study. Explain its relevance in the current
academic, practical, or societal context. Highlight any recent developments or trends
related to the topic.
[Link] Historical Context:
• If applicable, include a brief historical overview of the topic. Explain how the subject
has evolved over time and any key events or milestones in its history.
[Link] the Key Concepts and Terminology:
• Introduce important concepts, terminology, or theories related to your topic. Ensure
that readers have a foundational understanding of the essential elements that will be
discussed in your paper.
[Link] the Purpose of Your Study:
• Clearly state the purpose or objectives of your research without delving into specific
research questions or hypotheses. Explain what you aim to achieve or explore in your
Research Problems
“around 2 pages”

“One or more sentences indicating the

goal, purpose, or overall direction of the
study"
Research Problems
General characteristics

 Implies the possibility of empirical investigation

 Identifies a need for the research
 Provides focus
 Provides a concise overview of the research
ways of stating the problem

 Two ways of stating the problem

 Research problems: typically a rather general overview
of the problem with just enough information about the
scope and purpose of the study to provide an initial
understanding of the research
 Research statements and/or questions: more specific,
focused statements and questions that communicate
in greater detail the nature of the study
Examples of Research Problems
 A general research problem
 The purpose of this study is to investigate the attitudes of
high school students to mandated drug testing programs
 Specific statements and questions
 This study examines the differences between males’ and
females’ attitudes toward mandated high school drug
testing programs.
 What are the differences between freshmen, sophomore,
junior, and senior students’ attitudes toward mandated high
school drug testing programs?
Researchable and non-researchable
problems
 Researchable problems
 Researchable problems imply the possibility of
empirical investigation
 What are the achievement and social skill differences

between children attending an academically or

socially oriented pre-school program?
 What is the relationship between teachers’ knowledge

of assessment methods and their use of them?

Cont.

 non-researchable problems
 Non-researchable problems include explanations of
how to do something, vague propositions, and value-
based concerns
 Is democracy a good form of government?

 Should values clarification be taught in public

schools?
 Can crime be prevented?

 Should physical education classes be dropped from

the
high school curriculum?
Quantitative and Qualitative
Research Problems
 Quantitative problems  Qualitative problems
 Specific  General
 Closed  Open
 Static  Evolving
 Outcome oriented  Process oriented
 Use of specific
variables
Quantitative Research Problems
Sources of Research Problems
1. Personal interests and experiences
 The use of formative tests in a statistics class
 The use of technology in a research class
2. Deductions from theory
 The effectiveness of math manipulatives
 The effectiveness of a mastery approach to
learning
research
Cont.
3. Replication of studies
 Checking the findings of a major study
 Checking the validity of research findings with different
subjects
 Checking trends or changes over time
 Checking important findings using different
methodologies
4. Clarification of contradictory results
Tips to write Quantitative
Research Problems

 Identifies three specific elements

 The type of research design
 The variables of interest and the
relationships between or among these
variables
 The subjects (e.g. Sample) involved in
the study
Qualitative Research Problems
How to write Qualitative
Research Problems
 Identifies a central phenomena (i.e., an issue or
process) being investigated
 Examples of issues
 Drug abuse in high schools
 Teacher burnout
 Alienation of children with special needs
 Examples of processes
 How teachers change to standards-based curricula
 How students react to high stakes testing programs
 How students incorporate teachers’ expectations into
their
studies
Criteria for evaluating
quantitative research Problems

1. research problems
 Problem is researchable
 Problem is important
 Problem should indicate the type of research
 Problem specifies the population being
investigated
 Problem specifies the variables and the
relationships between or among them
Cont.
2. Characteristics
 Includes a single, central phenomena
 Open-ended
 General in nature
 Evolving, that is, problems change as data is
collected and reflected upon
 Foreshadowed problems
 Emerging and reformulated questions
 Neutral with respect to what will be learned
 No predictions
 No expected outcomes
General Criteria for evaluating
qualitative research problems

 The problem should not be too general or too specific

 The problem should be amenable to change as data
are collected and analyzed
 The problem should not be biased with restrictive
assumptions or desired findings
 The problem should be written in “how” and “what”
forms to focus on describing the phenomena
 The problem should include a central question as well
as the participants and the site
Variables

 Variables
 A variable is a label of name that represents
a concept or characteristic that varies (e.g.,
gender, weight, achievement, attitudes
toward inclusion, etc.)
 Variables
These signify a more concrete
level and are narrow in their
definitions.
A variable is more specific and is
measurable.
Gender , age, motivation,
achievement , …. are examples
of variables
 A moderator variable, A mediating variable is affected by
commonly denoted as just M, is the independent variable, and it
a third variable that affects the affects the dependent variable.
strength of the relationship Therefore, it links the two variables
between a dependent and and helps explain the relationship
independent variable between them.
Extraneous and
confounding
 Extraneous and confounding variables
 Extraneous variables are those that affect the
dependent variable but are not controlled
adequately by the researcher
 Not controlling for the key-boarding skills of
students in a study of computer-assisted
instruction
 Confounding variables are those that vary
systematically with the independent variable and
exert influence of the dependent variable
 Not using counselors with similar levels of
experience in a study comparing the
effectiveness of two counseling approaches
theoretical conceptual
framework framework

Both are often used

interchangeably

more often used in

we try to build in qualitative research
quantitative
research
WHAT IS A THEORETICAL FRAMEWORK?

The theoretical framework of the study

is a structure that can hold or support
a theory of a research work. It
presents the theory which explains
why the problem under study exists.
Thus, the theoretical framework is a
bout a theory that serves as a basis for
conducting research.
 What is a conceptual framework?

A written or visual presentation that:

– “explains either graphically, or in narrative form, the main
things to be studied – the key factors, concepts or variables -
– and the presumed relationship among them”.

(Miles and Huberman, 1994, P18)

 Why are frameworks useful?

• It helps the researcher see clearly the

variables of the study;

• It can provide with a general

framework for data analysis;

• It is essential in preparing a research

proposal using descriptive and
experimental methods
 Formulating a Theoretical
Framework
Here are some strategies to develop of an effective theoretical
framework:
[Link] your thesis title and research problem.
[Link] on what you consider to be the key
variables/factors in your research.
[Link] related literature to find answers to your research question.
[Link] the constructs and variables that might be relevant to your
study. Group these variables into independent and dependent categories.
[Link] the key theories that can best explain the relationships
between the key variables in your study.
[Link] the assumptions or propositions of this theory and point
A theoretical framework is used to limit the scope of the relevant data by focusing on specific
variables
out theirandrelevance
defining theto
specific
yourviewpoint
research.(framework) that the researcher will take in
analyzing and interpreting the data to be gathered, understanding concepts and variables
according to the given definitions, and building knowledge by validating or challenging
theoretical assumptions.
Research Hypotheses

 Hypotheses are tentative statements of the

expected relationships between two or more
variables
 There is a significant positive relationship between
self-concept and math achievement
 The class using math manipulatives will show
significantly higher levels of math achievement than
the class using a traditional algorithm approach
Reasons for using
hypotheses
 To provide specific focus
 To provide for the testing of the relationships
between variables
 To direct the investigation
 To allow the investigator to confirm or not confirm
relationships
Cont.

 To provide a framework for reporting the results

and explanations deriving from them
 When supported, provides empirical evidence of
the predictive nature of the relationships between
variables
 To provide a useful framework for organizing and
summarizing the results and conclusions
Types of hypotheses

1. Inductive and deductive

 Inductive hypotheses are formed through
inductively reasoning from many specific
observations to tentative explanations
 Deductive hypotheses are formed through
deductively reasoning implications of theory
Cont.

2. Research or statistical hypotheses

 Research hypotheses are conjectural statements of
the expected results
 Directional
 Non-directional
 Statistical hypotheses are statements of a
relationship or
difference that can be tested statistically
 Null hypothesis
 Alternative hypothesis
Criteria for evaluating
research hypotheses
 Stated in declarative form
 Consistent with known facts, prior research, or
theory
 Logical extension of the research problem
 States an expected relationship between two or
more variables
 Can be tested
 Is clear and concise
Conceptual and operational definitions
of variables
 Conceptual (i.e., constitutive) definition: the use of
words or concepts to define a variable
 Achievement: what one has learned from formal

instruction
 Aptitude: one’s capability for performing a particular
task or skill
 Operational definition: an indication of the meaning of
a variable through the specification of the manner by
which it is measured, categorized, or controlled
 A test score
 Income levels above and below $45,000 per year
 The use of holistic or phonetic language instruction
Research significance
• Research significance refers to the importance or relevance
of a research study's findings in the context of the broader
academic, practical, or societal landscape.
• It answers the question: "Why does this research matter?"
• Demonstrating the significance of your
research is crucial because it helps readers,
reviewers, and stakeholders understand why
your study is worth their attention and
consideration.
 how to write about the significance
of your research:
1. State the Contribution: Clearly articulate how your research contributes to filling those gaps
or addressing the limitations in the literature. Explain the potential impact or value of your
study.
2. Explain Practical or Theoretical Implications: Discuss the practical or theoretical
implications of your research findings. How might your results be applied in practice, or how
do they advance theoretical understanding in the field?
3. Address the "So What" Factor: Continuously ask yourself the "so what" question. Why
should your audience care about your research? What difference will it make to academics,
practitioners, policymakers, or society?
4. Consider the Target Audience: Tailor your explanation of significance to your target
audience. Different stakeholders may have varying interests and concerns regarding your
research.
5. Use Clear and Convincing Language: Write in clear, concise, and persuasive language.
Avoid jargon or overly technical terms that may hinder understanding.
6. Provide Real-World Examples: Whenever possible, use real-world examples or scenarios to
illustrate the potential impact of your research. This makes the significance more tangible.
7. Connect to Broader Goals: If applicable, connect your research significance to broader
goals, such as addressing societal challenges, advancing scientific knowledge, or improving
practices in a specific field.
limitation vs. Delimitation
Thank you