major components of social sciences

7/30/2019 Major Components of Social Sciences

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TWO MAJOR COMPONENTS OF

SOCIAL SCIENCES

1. Theory world of ideas, theories,

models2. Empirical research world of

observation and experience

PRESENTED BY: LIWAYWAY S. VILORIA


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Goals of Social Sciences

Explore, explain phenomena

prediction

Theoretical / Conceptual

World Empirical World

Strategies linking

Theoretical & Empirical

Worlds

Theory

before

Research

Research

before

Theory

Quantitative

Paradigm

Method

Qualitative

Paradigm

Method

Triargulation

( mixed / multiple

theories, methods,

data, researches ) Within Paradigm /

MethodBetween Paradigm /

Across method


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1. Theory-then-research2. Research-then-theory

3. Spiraling Strategy

Theory and research must

interact constantly Contrast between these

strategies are more apparent

than real

Theory-Then-Research Strategy

Idea Theory Design

Data Collection AnalysisFindings/Generalizations

Research-Before-Theory Strategy

Idea Design Data

Collection Theory AnalysisMajor Findings

Spiraling Strategy

Idea Theory Design Data

Collection and OrganizationAnalysis and Interpretation

Conclusion

Literature Review

( Note: see Berge, 1995:16)

RESEARCH STRATEGIES TO LINK

CONCEPTUAL AND EMPIRICAL

WORLDS


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SOURCES OF RESEARCH PROBLEM

Theories

Direct Observations /Experiences

- Issues, difficulties,

current practices

Critical Review of

Professional Literature

- Familiarizes with the

current state of

knowledge (related to

the research topic)

- Contribute to

cumulative nature ofscientific knowledge

Concepts

Theories

Conceptual and Operational Definitions

Problems and hypotheses studied by others

Research methods used

Findings

Recommendations

FOCUS OF CRITICAL REVIEW & PROFESSIONAL /

RELATED LITERATURE


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Main Stages of the Research Process

Theory

Problem

Hypothesis

Research

Design

MeasurementData Collection

Data Analysis

Generalization


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Establishes the Directionfor the research

- Captures in a singlesentence or paragraph,the essence of the study

- Must be written as clearly andconcisely as possible

- Needs to be firmly grounded in theparadigm assumption ( basic indicator of agood purpose statement ) e.g. a goodqualitative purpose statement expresses /implies the assumptions of qualitativeparadigm i.e., language of qualitativeresearch and methodology of an emergingdesign based on experiences of individualsin the natural setting.

The Purpose Statement


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QUALITATIVE RESEARCH PROBLEM

- represents specific statements of the purposeof the study

Typically uses research questions, notobjectives or hypotheses

Ask one or two grand tour questions followedby not more than five to seven subquestionsto narrow the focus of the study but that donot constrain the qualitative researcher.

- Write not more than 12 questions in all(Miles&Huberman, 1984)

- These questions become topics explored ininterviews, observations, documents andarchival material

The question format might be related tospecific qualitative design types.

Begin the research questions with the wordswhat or how. Tell the reader that the studywill do one of the following, which convey the

language of an emerging design.- discover (e.g. grounded theory )

- explain or seek to understand (e.gethnography)

- explore the process (e.g case study )

- describe the experience (e.g. phenomenology)

Pose questions that use nondirectional

wording

- These questions describe, rather than relate

variables or compare groups.

- Delete words that suggest or refer a

quantitative study, words with a directional

orientation.

- e.g affect, influence, impact, determine, case

and effect.

Expect the research questions to evolve and

change during the study

Use open-ended questions without

experience to the literature or theory unless

otherwise dictated by a qualitative design

type.

Use a single focus and specify the researchsite in the research questions.


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QUANTITATIVE RESEARCH PROBLEM

- represents specific restatements of the

purpose of the study

In survey designs, these restatements of the purpose

of the study take the form of research of questions or

objectives

In experiments, they are hypotheses:

- may be a comparison between two or more groups in

terms of a dependence variable.

- may be a comparison between two or more

independent and dependent variables.

- may be descriptive questions to describe responses to

the independent and dependent variables.


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1. Develop the

hypotheses, questions, or

objectives from theory

- in the deductive

methodological process

of quantitative research,

they are test table

propositions deduced

from theory ( Kerlinger,

1979 ).

2. Keep theindependent and

dependent variables

separate and measure

them separately

- this procedure

reinforces the cause-

and-effect logic

quantitative research.

3. When writing this passage, select

one form.

- write questions, objectives or

hypotheses but not a combination.

Hypothesis declarative statement

of the relations between two or

more variables ( Kerlinger, 1979;

Mason and Bamble, 1989)

Research Questions- also poses a

relationship, but phrases the

relationship as a

question(Krathwohl, 1988)

Objective is the same relationship

statement in declarative form.

Mixing hypotheses with questions

or objectives conveys an informal

(and redundant) style of writing.

Guidelines in the Development of Quantitative Questions ,

Objectives and Hypotheses


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4. If hypotheses are used, consider thealternative forms for writing them andmake a choice based on the audience forthe research

Use the formal, traditional language towrite hence for the research

Use the formal, traditional language towrite hypotheses.

Null hypotheses states that there is nosignificant relationship between or

among the variables

- or there is nosignificant differences between or amonggroups (Armstrong, 1974)

Alternative hypotheses state a

direction for the relationship or thedifferences. This is used if the literaturesuggests a hypothesized direction for thevariables (Krathword, 1988).

Consider writing hypotheses in one offour forms:

a) literary null (concept oriented, no

direction)

b) literary alternative (concept oriented,

directional)

c) operational null (operational, nodirection)

d) operational alternative (operational,

directional)

Literary form

means that the variables willbe stated in abstract, concept-oriented

language

Operational form the variables will be

stated in more specific language.


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5. Use major variables

other than demographics

as independent variables,

unless the study merits a

close examination of

demographic variables.

- Quantitative studies

verify a theory-

demographic variables

typically enter these

models as intervening or

mediating variables.6. Use the same pattern of

word order in the

questions, objectives, or

hypothesis to establish a

formal rhetorical style.

- Repeat Key phrases andorder the variables by

beginning with the

independent and

concluding with the

dependent variables.

- Example of word order with

independent variables stated

first.

1. There is no relationship

between use of ancillary

support services and

academic persistence of

nontraditional-aged college

women.


between family support

systems and academicpersistence of nontraditional

aged college women.


between ancillary support

services and family support

systems

7. Use this model for writing questions

or hypotheses:

Write descriptive questions (or

hypotheses) followed by multivariate

(or inferential) questions or hypotheses.

1. write description question(s) for

each independent and dependent

variable (and important mediating

variables, if necessary) in the study.

2. Descriptive questions are then

followed by multivariate questions

that relate variables and compare

groups.

3. Multivariable questions are

followed by questions that add any

mediating or controlled variables.


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X1 ++ Y1 +

X2 + + Z1

Y2

X3

-

Three Independent Variables Influence a Single for the Effects of Two Mediating

Variables

Independent

Variable

Mediating

Variable

Dependent

Variable


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X1 + Y1+

Z1_

X2 _ Y2

Two Groups, X1 and X2, Are Compared in Terms of Z1, Controlling for the Effects

of Y1 and Y2

Independent

Variable

Mediating

Variable

Dependent

Variable


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Researcher Tests a Theory

Researcher Tests Hypotheses or Research

Questions Derived from the Theory

Researcher Operationalizes Concepts or VariablesDerived from the Theory

Researcher Uses an Instrument to MeasureVariables in the Theory

The Deductive mode of Research in a Quantitative Study


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