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WELCOME

This tutorial explores the role of theory in research, including the definition of theory, the use of concepts, and the scope of theory. It also discusses the reasoning processes of deduction and induction and how they relate to theory development. Additionally, it covers the planning of research, including choosing a research topic, conducting a literature review, and specifying a research question.

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WELCOME

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  1. WELCOME HEIDI VAN DER WESTHUIZEN Cell: 082 824 2056 Email: hvdwesthuizen12@gmail.com

  2. CHAPTER 2 ROLE OF THEORY IN RESEARCH

  3. Tutorials PLEASE: • Turn off your cell phone • Be on time for the class • Attend regularly • Come prepared

  4. Dates of tutorials 4 SEPTEMBER 2012 TUESDAY 8H30 – 10H30 5 SEPTEMBER 2012 WEDNESDAY 11H00 13H00 6 SEPTEMBER 2012 THURSDAY 8H30 – 10H30 7 SEPTEMBER 2012 FRIDAY 8H30 – 10H30

  5. Overview • Ch 1: Strategies of discovery • Ch 2: The role of theory in research

  6. Theory definitions • Theory is • A conceptual framework that provides an explanation of certain occurrences or phenomena • Systematic and gives precise definitions 2. Concepts • Identify and describe phenomena • Just as a language consists of words, so does a theory consist of concepts

  7. HOW ARE CONCEPTS USED IN THEORY • Identify and describe phenomena • Is the starting point of a theory • Together, these clusters of concepts build the sentences of theory • Abstract concepts – give the big picture, but not much detail • Concrete concepts – presents a close up view and focus on details

  8. THE SCOPE OF THEORY • Refers to how much the theory explains, or how many different contexts the theory can explain. • The scope of theory is linked to level of abstraction. • The higher the level of abstraction (the big picture), the more the theory can be generalized. • The wider the scope of the theory, the more it can be generalized

  9. GENERALISABILITY OF SCOPE OF THEORY • Empirical generalisations • Classify, summarise and organise observations 2. Middle range theory • Organise empirical observations in a way that it explains the relationships between them in more general terms 3. Theoretical perspectives • Gives an overall explanation • A particular study only provides partial evidence to support perspectives

  10. REASONING PROCESSES WE USE TO DEVELOP THEORIES • DEDUCTION • INDUCTION

  11. THE LINK BETWEEN THEORY AND RESEARCH • The relationship is reciprocal: empirical studies are based on theory, and theory are based on empirical studies. • Theory guides research, while the information obtained through research builds theory.

  12. DEDUCTION AND INDUCTION • Both are reasoning processes we use to develop theories • Deduction • Going from general to specific • Using general principles to suggest specific outcomes 3. Induction • Using a number of specific observations to formulate general principles

  13. The planning of research • Deciding on a research topic • Conducting a literature review • Specifying a research question • Formulating a hypothesis • Operationalising the concepts

  14. Deciding on a research topic • Choice of a research topic is influenced by: • Social significance – is this research going to help to solve a problem (practical relevance) • Scientific significance – is this research going to help to develop theories • Personal interest

  15. Conducting the literature review • To narrow down the topic into a research question (to see what the literature says about it) • Reviewing the literature means that researcher reads both theory and the research it has generated • Literature review: • Is a source of questions • Identifies the gaps in knowledge • Shows potential pitfalls • Helps us avoid unnecessary duplication

  16. Conducting the literature review 4. Literature review plays a crucial role in the feasibility and credibility of research 5. Sources of information where researchers publish their work: journals, books, dissertations, research reports and conference papers

  17. Specifying a research question in quantitative research • Topics are formulated as clearly constructed research questions (what & why) • Propositions are refined into specific researchable statements, namely hypothesis • Key constructs are operationalised • The aim is to establish causal relationships between variables • Causal explanations identify a cause effect relationship between phenomena

  18. Definitons • Hypotheses: a testable statement about the relationship between two variables • Variable: a concept that can change, take on more than one value. These values can change quantitatively or qualitatively • Operationalise: procedure to make an abstract construct empirically observable (make concepts measureable) • Causality: that one thing leads to another, that the presence, absence or change of one variable, determines the presence, absence or change of another variable. (to identify a cause-effect relationship between two phenomena)

  19. Specifying a research question in quantitative research 5. Conditions needed for causal explanations: • There should be a time delay between the cause and the effect • The change should be linked to the cause and the effect • All possible factors influencing the relationship are taken into consideration • The rationale for the proposed relationship between the variables should be based on careful reasoning

  20. Framing a hypotheses • A tentative statement of the relationship between two or more variables. • Informed guess • Must be specific, precise and clear (unambiguous) • It is a formal statement related to a specific context • Enables researchers to gather info to empirically determine whether the proposed relationship applies or not.

  21. Variables • Dependent variable: the variable that is influenced or changed, (the effect) • Independent variable: the variable that influences or changes the dependent variable (the cause) • Direction of the relationship: • Positive relationship – 2 variables change in the same direction • Negative relationship – 2 variables change in opposite directions • Intervening variable: a variable that is the effect of one variable and the cause of another variable

  22. Operationalising concepts • Making our concepts measurable • Transforming the theoretical concept into an empirical variable • A complex concept is operatonalised by identfying all its dimensions • These dimensions are called indicators • An indicator is an observable measure of a variable or concept • Example p70

  23. EXAMPLE Hypothesis: Social class is positively related to political conservatism (the higher a person’s socio economic status, the more conservative they will be)

  24. EXAMPLE Abstract concepts • Social class (ses) • Political conservatism (how conservative they are) Concrete indicators • Social class • Level of education, income, occupation, prestige • Political conservatism • Opposed to welfare provision, supports party X, opposed to certain things

  25. NEXT CHAPTER 3: SCIENTIFIC RESEARCH PREPARATION Pp 80 - 105

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