Chapter 3: The Research Process

1. Chapter 3: The Research Process Key Concepts: Specifying the Research Question and Hypothesis

2. Evaluating the Research Question The question is logically related to the identification of the problem area. The question can be answered through research; it is not in the values domain. The question has not been answered. If it has been, what related questions might you ask? Answering the question will be useful for informing social work practice, developing social policy, or advancing theory. The question is sensitive to issues of culture. 2

3. Specifying the Question(s) Concept Abstract or general idea, a symbol for some observable attribute or phenomenon. “What is the recidivism rate of juvenile girls?” Recidivism Juvenile Girl Concepts 3

4. Defining Concepts Nominal Definition – Like a dictionary E.g. Juvenile: a young person not fully grown or developed. Operational Definition – In a way that can be measured or counted. E.g. Juvenile: any human being between the ages of 8 and 17. Definition of the concept has implications for the meaning and accuracy of the research. 4

5. Unit of Analysis What system level is studied? Individual, family, group, org., community? Ecological fallacy: Study one unit but draw conclusions about another. Neighborhoodwith high % of Hispanic families has high crime rate, but non-Hispanic families may be committing all the crime. Out of each 10 people: Hispanic = 70% Hispanic crime = 1/ 7 = 14.3% Other = 30% Other crime = 3/3 = 100% Crime Rate = 40% 5

6. Time Dimension Cross-Sectional Study A snapshot at one point in time (census) Surveys, short-term qualitative studies Attitudes, voting prediction, current behavior Needs assessment Hard to interpret cause and effect Confounded by history Relatively cheap and easy 6

7. Time Dimension Longitudinal Study Trend study: changes in a group over time (census). Cohort Studies: study groups over time (boomers, generation Y). Panel study: same people each time over time. Weaknesses: Expensive, complex People quit or leave the study People change as a result of the study 7

8. Checklist for specifying the research question The major concepts contained in the research question have been defined in a way that will ensure a common understanding. Choices made in the operationalization of major concepts have been well justified. The research question clearly specifies a unit of analysis. The research question specifies a time frame. The research question is grounded in a specific geographic area. Answering the research question is feasible. 8

9. Formulating Hypotheses Hypothesis:A tentative answer to a research question written as a statement, usually expressed as a relationship between variables. Variable: A concept that can vary; can have a range of numeric values or attributes. Constant: A concept that does not vary; has only one numeric value or attribute. A hypothesis is a statement about the relationship between two or more variables. 9

10. Types of Hypotheses Null Hypothesis: no difference or relationship “There is no relationship between self-esteem and recidivism.” Research or Alternative Hypothesis: Nondirectional hypothesis: there is a difference / relationship “There is a relationship between self-esteem and recidivism” Directional hypothesis: There is a positive or inverse relationship “The greater the self-esteem, the less likely the recidivism” Extraneous variables represent alternative explanations for the observed relationships. “Income causes both self-esteem and lack of recidivism.” 10

11. Checklist for Hypotheses The hypotheses are in the form of a tentative answer to the research question and are not phrased as questions. The hypotheses are specifically stated. The hypotheses are justified by either theory or prior research. Statement of a directional hypothesis is justified on the basis of existing theory or research. The hypotheses can be tested through research and are capable of being refuted. 11