Power Point Slides by Ronald J. Shope in collaboration with John W.

Creswell
Chapter 5
Specifying a Purpose and Research
Questions or Hypotheses
Educational Research 2e: Creswell
Key Ideas
The difference between purpose
statements, hypotheses, and research
questions
Variables in quantitative research
Quantitative purpose statements,
questions, hypotheses
Qualitative purpose statements,
questions, hypotheses
Educational Research 2e: Creswell
What are Purpose Statements, Research
Questions, Hypotheses, and Objectives?
Purpose
Statement
Research
Questions
Hypotheses
Research
Objectives
Overall
Direction
Intent
Form
Use
Placement
One or more
sentences
Quantitative
and
Qualitative
Research
End of
Introduction
Raise questions
to be answered
One or more
questions
Quantitative
and
Qualitative
Research

End of the introduction, after the literature
review, or in a separate section of the study
Make predictions
about expectations
One or more
questions
Quantitative
Research
One or More
Objectives
Typically
Quantitative
Research
State Goals
Educational Research 2e: Creswell
Why are these statements
and questions important?
Represent major signposts
Help identify appropriate methods
Help link intent with the results
Educational Research 2e: Creswell
What We Need to Know to Design Quantitative
Purpose Statements, Research Questions, and
Hypotheses
What is a variable?
What is a theory?
What elements go into these statements
and questions?

Educational Research 2e: Creswell
What is a Variable?
A Variable
(A Characteristic or Attribute)
That can be
Measured
and
Varies
(Can be assessed
on an instrument
and recorded on
an instrument)
(Can assume
different values or
scores for
different
individuals)
Educational Research 2e: Creswell
Examples of variables and
non-variables



Variables

Leadership style
Organizational
control
Autism
Difficult but
possibly
measurable
variables

Socialization
Imagination
Intuition
Discrimination
Almost
impossible
to measure
variables

Subconscious
thoughts
World poverty
Stereotypes

Educational Research 2e: Creswell
Categorical and Continuous
measures of variables
A categorical measure is a value of a
variable assigned by the researcher into a
small number of categories. (e.g. Gender)
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)
Educational Research 2e: Creswell
Variables and Constructs
A Variable is an attribute or characteristic
stated in a specific or applied way
A Construct is an attribute or
characteristic expressed in an abstract,
general way.
Construct Student Achievement

Variable Grade Point Average
Educational Research 2e: Creswell
The Family of Variables in
Quantitative Studies
Probable
Cause
(X)
Effect
Independent
Variables
Treatment
Measured
Intervening
Variables
Dependent
Variables
Control
Variables
Moderating
Variables
Confounding
Variables
(Y)
(Z)
Educational Research 2e: Creswell
Families of Variables
Dependent Variables: An attribute or
characteristic influenced by the
independent variable.
Educational Research 2e: Creswell
Families of Variables
Independent Variable: An attribute or
characteristic that influences or effects
an outcome or dependent variable.
Treatment Variable
Measured Variable
Control Variable
Moderating Variable
Educational Research 2e: Creswell
Intervening Variables
Intervening Variables (Mediating
Variables): An attribute or
characteristic that stands between the
dependent and independent variables.

Educational Research 2e: Creswell
Example of an Intervening
Variable
Independent
Variable
Independent
Variable
Intervening
Variable
Step 1
Step 2
Step 3
Dependent
Variable
Dependent
Variable
Example
Convenient office hours
for students
Student seeks help
from faculty
Example
Example
Convenient office hours
for students
Convenient office hours
for students
Student seeks help
from faculty
Independent
Variable
Independent
Variable
Intervening
Variable
Student becomes willing
to take risks
Student becomes willing
to take risks
Educational Research 2e: Creswell
Families of Variables
Confounding Variables (Spurious
Variables): Attributes or characteristics
that the researcher cannot directly
measure because their effects cannot
be easily separated from the other
variables, even though they may
influence the relationship between the
independent and the dependent
variable.
Educational Research 2e: Creswell
Theories as Bridges Between
Independent and Dependent Variables
Independent
Variables
Dependent
Variables
Educational Research 2e: Creswell
Different Types of Explanations in
quantitative research
Extensive Tests by
other researchers
Broad
Abstractions
No Test
Narrow
Application
As a formal theory that is expressed by connected
hypotheses and variables identified by authors
As a conceptual framework often expressed as a
visual model by other authors for relationship
As a theoretical rationale posed by other authors
based on studies for relationship
As explanation posed by the author as a hunch for
why the independent variable relates to the
dependent variable
Educational Research 2e: Creswell
Elements of quantitative
purpose statement
Single sentence
The purpose of this study . . .
Theory
Quantitative words (e.g. Relate,
Compare, Describe)
Educational Research 2e: Creswell
Elements of quantitative
purpose statement
Variables
Independent Variable (1
st
position in
sentence)
Dependent Variable (2
nd
position in
sentence)
Control and/or mediating variable (3
rd

position in sentence)
Research site
Participants
Educational Research 2e: Creswell
Quantitative Research
Questions
3 types:
Describe results to your variables
Compare two or more groups on the
independent variable in terms of the
dependent variable
Relate two or more variables
Educational Research 2e: Creswell
Research Hypotheses
Three types:
Null hypothesis
Directional alternative hypothesis
Non-directional alternative hypothesis
Educational Research 2e: Creswell
How do You Design Qualitative Purpose
Statements and Research Questions?
Understand how these statements and
questions differ from quantitative
research
Understand the role of a central
phenomenon in qualitative research
Understand qualitative research as an
emerging process

Educational Research 2e: Creswell
Differences between quantitative and qualitative
purpose statements and research questions
Quantitative - more closed
1. Probable Cause/Effect
(Why did it happen?)
2. Use of theories (Why did it
happen in view of an
explanation or theory?)
3. Assessing differences and
magnitude
How much happened?
How many times did it
happen?
What were the differences
among groups in what
happened?
Qualitative - more open-ended
1. Descriptive (What
happened?)
2. Interpretive (What was the
meaning to people of what
happened?)
3. Process-oriented (What
happened over time?)
Educational Research 2e: Creswell
Explaining or predicting variables versus
exploring or understanding a Central
Phenomenon
Quantitative
Explaining or
Predicting Variables
Qualitative
Understanding or
exploring a Central
Phenomenon

X Y
The independent variable (X)
influences a dependent
variable (Y)
Y
In-depth understanding of Y;
external forces shape and are
shaped by Y
Educational Research 2e: Creswell
Two qualitative research
considerations
The focus of the research is around a
Central Phenomenon which is an issue or
a process the researcher would like to
study.
Qualitative research is built on an
emerging design
Educational Research 2e: Creswell
Elements of qualitative
purpose statement
Single sentence
The purpose of this study . . .
Central Phenomenon
State qualitative type of design
Qualitative words (e.g. explore,
understand, discover)
Participants
Research site
Educational Research 2e: Creswell
Two Types of qualitative
Research Questions:
Central question
Sub-questions
Differences between research questions
and questions asked during data
collection