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Notes
200
Proposing
Empirical Research
A Guide to the Fundamentals
Fifth Edition
Mildred L. Patten
I~ ~~o~1~;n~~~up
LONDON AND NEW YORK
First published 2000 by Pyrczak Publishing.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
Although the author and publisher have made every effort to ensure the accuracy and
completeness of information contained in this book, we assume no responsibility for
errors, inaccuracies, omissions, or any inconsistency herein. Any slights of people, places,
or organizations are unintentional.
ii
Contents
Introduction to the Fourth Edition vii
Part A: Getting Started 1
1. What Is Empirical Research? 3
2. Identifying Broad Problem Areas 5
3. Evaluating Broad Problem Areas 7
4. Identifying and Combining Variables 9
5. Identifying Treatment Variables 11
6. Considering Demographic Variables 13
7. Writing Purposes and Hypotheses 15
iii
25. Using a Topic Outline 59
26. Being Selective and Critical 61
iv
Model Proposal 2: A Survey 125
Do Psychologists Adhere to the Clinical Practice Guidelines for
Tobacco Cessation? A Survey of Practitioners
Model Proposal 3: Test Development Research 131
The Americans With Disabilities Act Knowledge Survey
Model Proposal 4: Single-Subject Research 137
The Effect of a Self-Monitored Relaxation Breathing Exercise on
Male Adolescent Aggressive Behavior
Model Proposal 5: Quasi-Experimental Research 143
Intervening to Decrease Alcohol Abuse at University Parties:
Differential Reinforcement of Intoxication Level
Model Proposal 6: True Experiment 151
Traits and Behaviors Assigned to an Adolescent Wearing an
Alcohol Promotional T-Shirt
Model Proposal 7: Qualitative Research with Focus Groups 165
Effective Strategies for Esteem-Enhancement: What Do Young
Adolescents Have to Say?
Model Proposal 8: Qualitative Research with Interviews 175
Feeling the Beat: The Meaning of Rap Music for Ethnically Diverse
Midwestern College Students-A Phenomenological Study
Model Proposal 9: Combined Qualitative and Quantitative Research 181
Intimate Partner Abuse Perpetrated by Employees
v
Notes
vi
Introduction to the Fifth Edition
This book was written for students students will want to refine their re-
writing their first proposals for empirical search ideas further after considering the
research. Some students will be doing material in this part.
this as part of a culminating undergradu- In Part D, students are shown how
ate course such as a senior research to organize and evaluate the literature
seminar. Others will be required to write they have collected in anticipation of the
a research proposal as a class project at writing process.
the graduate level. Still others will have The remaining parts of this book
their first experience when they are re- present guidelines for writing various
quired to prepare a proposal for their components of a standard research pro-
thesis or dissertation research. Ideally, posal. Throughout these chapters, stu-
such students should have taken at least dents will find short examples that illus-
one course in research methods and sta- trate important writing techniques.
tistics, or should be taking such courses
concurrently while using this book. Model Proposals
It is also assumed that students us- Nine model proposals are included
ing this book are already familiar with near the end of this book. They are not
the process of searching for academic presented as "ideal" proposals because a
literature. Appendices A and B are in- proposal that is a model of excellence
cluded at the end of this book for stu- for one purpose (e.g., as a project for a
dents who need to review the methods senior undergraduate seminar) may fall
for locating literature and related statis- far short for another purpose (e.g., seek-
tics electronically. ing major funding for research from a
government agency). Instead, they are
Organization presented as examples of solid proposals
Part A of this book is designed to that are consistent with the major rec-
help students select a problem area and ommendations in this book. Students and
develop tentative research questions, instructors may react to the proposals in
purposes, and hypotheses. classroom discussions. For example, in-
In Part B, students are encouraged structors may wish to point out which
to reevaluate and refine their research parts of a sample proposal are written in
questions, purposes, and hypotheses in a manner suitable for the specific pur-
light of the literature on their topics, pose of a student's proposal and which
relevant theories, and the feasibility of parts need more (or less) explication and
executing their research ideas. detail.
In Part C, students are reminded of
the major approaches to research (i.e., Benefits of Writing a Solid Proposal
types of research) and are encouraged to Of course, a solid, well-formulated
select a suitable type. Sometimes the proposal is needed in order to secure ap-
type of research selected (e.g., qualita- proval for the proposed research. In ad-
tive) has implications for how research dition, a proposal serves as an informal
purposes, questions, and hypotheses are contract because those who approve the
conceptualized and stated. Hence, some proposal are agreeing that if the research
vii
is executed as planned, the research will back could result in rejection of the en-
be approved when presented in a re- tire work.
search report, thesis, or dissertation. To It is important to note that this
avoid misunderstandings, this "con- book presents a framework and guide-
tract," like all others, should be as ex- lines for preparing a standard research
plicit and specific as possible-even if proposal as envisioned by this author. As
the proposed research is exploratory. Fi- with evaluation of any type of writing,
nally, a solid research proposal can serve there may be legitimate differences of
as the framework for writing the final opinion. Students should defer to their
research report. For example, if a full- instructors when this occurs.
fledged literature review is written for
the proposal, it might be used as the lit- Mildred L. Patten
erature review in the research report.
Cautionary Notes
Students writing a proposal under
the supervision of an instructor should
seek feedback throughout the process,
especially while selecting a research
problem and formulating research pur-
poses, questions, or hypotheses. Writing
a complete proposal without such feed-
viii
Part A
Getting Started
In this part of the book, you will learn how to identify and evaluate broad
problem areas in which you might want to conduct research. In addition, you will
learn how to combine variables of different types to form research questions,
purposes, and hypotheses.
While some of the exercises in this part ask you to practice writing research
questions, purposes, and hypotheses, you are strongly urged to avoid making a
final selection for your research proposal until you have also completed Part B of
this book, which will help you evaluate your tentative ideas for research. To use an
analogy, do not marry yourse({ to an idea. Date several ideas, get to know them
well, check out their families, and consider their future prospects. Part B will help
you with these activities.
Notes
2
Topic 1
What Is Empirical Research?
3
Exercise for Topic 1
Directions: If you already have some ideas for empirical research projects, briefly de-
scribe them below. If possible, describe two or more (using additional space if neces-
sary). The ideas you write here will give you talking points for classroom discussions and
should be thought of as only tentative. As you work through this book, you will probably
decide to greatly modify or even abandon your responses to this exercise in favor of more
suitable ones.
Other variables (e.g., teaching styles) Other variables (e.g., teaching styles)
are: are:
3. How might you observe your main 3. How might you observe your main
variable (e.g., a test, an interview)? variable (e.g., a test, an interview)?
4. When might you make the observa- 4. When might you make the observa-
tions? tions?
4
Topic 2
5
Exercise for Topic 2
Directions: List three broad problem areas in which you might be interested in conduct-
ing research. For each, indicate what brought the area to your attention (e.g., textbooks,
personal experience, suggestions from others) and rate the degree of your interest in the
area on a scale from 1 to 5.
6
Topic 3
Evaluating Broad Problem Areas
7
Exercise for Topic 3
Directions: Rewrite the names of the three broad problem areas you identified in the ex-
ercise for Topic 2. Then briefly evaluate each one.
8
Topic 4
9
Exercise for Topic 4
Directions: Complete this exercise using one of the broad problem areas you named in
your responses to the exercise for Topic 3. If you are still considering more than one, use
additional space to complete this exercise for each additional area.
2. List at least four opinions andfeelings variables within the problem area.
3. List at least four overt behaviorlaction variables within the problem area.
4. Combine two variables from one family of variables into a research question.
10
Topic 5
Identifying Treatment Variables
11
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