elective study - research questions, tujuan dan hipotesis
DESCRIPTION
wfwfaTRANSCRIPT
ELECTIVE STUDY
RESEARCH QUESTION, OBJECTIVE AND
HYPOTHESES
I Putu Gede ADIATMIKA
RESEARCH QUESTION
Overview
What is a research question? How does one develop one? How does one evaluate one?
THE IMPORTANCE OF THE RESEARCH QUESTION
The research question is the starting point of the study. Everything flows from the research question. It will determine the population to be studied, the setting for the study, the data to be collected, and the time period for the study.
A clear and concisely stated research question is the most important requirement for a successful study.
Origins of a Research Question
Careful Observation of People Application of New Technology The Annoyance Principle Build on Experience Scientific Communications
Skeptical Attitude (questioning peers and status quo)
Characteristics of a good research question
FINERFeasible
○ Adequate numbers of subjects?○ Adequate technical expertise?○ Affordable in time and money?○ Is it possible to measure or manipulate the
variables?Interesting
○ To the investigator?Novel
○ To the field?
Characteristics of a good research question
FINEREthical
○ Potential harm to subjects?○ Potential breech of subject confidentiality?
Relevant○ To scientific knowledge/theory?○ To organizational, health or social management
and policy?○ To individual welfare?
Developing Your Research Question
I know what general area, but
I’m not sure of my research question?
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three8
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
9
The Importance of Good Questions
A good research question:
Defines the investigation Sets boundaries Provides direction
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
10
From Interesting Topics to Researchable Questions
An ‘angle’ for your research can come from insights stemming from:
personal experience theory observations contemporary issues engagement with the literature
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
11
Narrowing and Clarifying
Narrowing, clarifying, and even redefining your questions is essential to the research process.
Forming the right ‘questions’ should be seen as an iterative process that is informed by reading and doing at all stages.
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
12
Cycles of ResearchQuestion Development
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
13
Good Question Checklist
Is the question right for me?
Will the question hold my interest? Can I manage any potential
biases/subjectivities I may have?
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
14
Good Question Checklist
Is the question right for the field?
Will the findings be considered significant?
Will it make a contribution?
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
15
Good Question Checklist
Is the question well articulated?
Are the terms well-defined? Are there any unchecked assumptions?
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
16
Good Question Checklist
Is the question doable?
Can information be collected in an attempt to answer the question?
Do I have the skills and expertise necessary to access this information? If not, can the skills be developed?
Will I be able to get it all done within my time constraints?
Are costs likely to exceed my budget? Are there any potential ethics problems?
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
17
Good Question Checklist
Does the question get the tick of approval from those in the know?
Does my supervisor think I am on the right track?
Do ‘experts’ in the field think my question is relevant/ important/ doable?
OBJECTIVE
General objective
To show a general objective of your research
Adapted from research question Formulated into positive statement Can be broke down into specific
objective
Specific objective
Dibangun dari research question Dibuat dalam kalimat pernyataan
HINT : Copied from research question Change into positive statement
HYPOTHESES
RQ and Hypotheses
Examples
RQ: Is a happy worker a productive worker?H1: Happier workers are more productive than
unhappy workers.
RQ: Does increasing the happiness of workers make them more productive?
H1: Increasing the happiness of workers does not increase productivity.
Hypotheses should be developed before data are collected.
O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three
24
The Hypothesis Dilemma
Hypotheses are designed to express relationships between variables. If this is the nature of your question, a hypothesis can add to your research
If your question is more descriptive or explorative, generating a hypothesis may not be appropriate
Good hypotheses
Constructs are clear Relationship (sign, direction if experimental, type
of moderation) is clear Population often included Design/statistical method often clear
Mean differencesCompared to who? (can’t have a “more” without a
“than”Related (correlation)
The word “significant” is unnecessary
Good hypotheses construction
Statistical test is clear (usually one per hypothesis)With mediator hypothesis may be
○ X will positively relate to Y○ M will positively relate to Y○ X will positively relate to M○ X will not relate to Y when controlling for M
OR○ M will mediate the positive relationship
between X and Y
Questions
Is hypotheses needed?
AnswerYesNo
Hypotheses must be tested ?
Hypotheses Yes
Related to verification among : ProblemHypothesesDataAnalysisConclusion
Formulated into a theory framework
Hypotheses No
The study is explorative and descriptive Commonly as a preliminary study
Definition
A temporary answer to research question that must be investigated for the truth
State the relationship of what we should study
As a base of verification
The benefit of hypotheses
Limitation and specific coverage for the researcher
To aware the researcher to the fact founded and relationship between fact
As a tool to focus the facts As a guide in hypotheses testing and
meet the fact and among the facts
Good hypotheses
1. State the relationship
2. According to the facts
3. Related to the knowledge
4. Can be tested
5. Simple
6. Can explain the facts
Contoh hipotesis
Tingkat pendidikan ibu berperan dalam tumbuh kembang anakTingkat pendidikan ibu berhubungan
dengan pertumbuhan anakTingkat pendidikan ibu berhubungan
dengan perkembangan anak
Contoh hipotesis
Perbaikan sikap kerja duduk menurunkan keluhan muskuloskeletal karyawan pelinting rokok
Hypotheses null
Formulated to be REJECTED AFTER TESTED
Means : no different Rejected Null hypotheses means
ACCEPT alternative hypotheses
difficulty formulating hypotheses The absence of a theoretical framework
Unable to use the theoretical framework
Unable to master the techniques of research
Hypotheses testing
Function hypothesis: give a conjectural statement of the relationshipIts validity can be tested by appropriate testing techniquesHYPOTHESIS MUST BE TESTEDHypothesis has never been tested truth, but its validity tested
Hypotheses testing
Match with the facts or testing the consistencyrequired experimentsUsing a research design
logical consistencyusing logicResearch is non experiment
Hypotheses testing
Rejecting hypothesesIi’s not means that the study failedGiving more value if researchers can
reveal the source of rejection of the hypothesis
Make way for the next research
THANK YOU