How to Design and

Evaluate Research in
Education
Jack R. Fraenkel and
Norman E. Wallen
Chapters 2 & 3 Review

The Research Problem

The Research Problem

Statement of the Problem (identify a

problem/area of concern to investigate)
Must be feasible, clear, significant, ethical

Research Questions (serve as focus of

investigation, see p. 28 list)

Some info must be collected that answers

them (must be researchable)
Cannot research should questions
See diagram, p. 29

The Research Problem

Continued
The Research Problem
RQ should be feasible (can be investigated with
available resources)
RQ should be clear (specifically define terms used
operational needed, but give both)
Constitutive definitions (dictionary meaning)
Operational definitions (specific actions/steps to
measure term; IQ=time to solve puzzle, where <20 sec.
is high; 20-40 is med.; 40+ is low)

RQ should be significant (worth investigating; how

does it contribute to field and who can use info)
RQs often investigate relationships (two
characteristics/qualities tied together)

Variables and Hypotheses

Important to study relationships
Sometimes just want to describe (use RQ)
Usually want to look for patterns/connections
Hypothesis predicts the existence of a relationship

Variables (anything that can vary in

measure; opposite of constant)
Variables must be clearly defined
Often investigate relationship between
variables

Variables and Hypotheses

Variable Classifications (Fig. 3.4, p. 42)

Quantitative (variables measured as a matter of

degree, using real numbers; i.e. age, number kids)
Categorical (no variationeither in a category or
not; i.e. gender, hair color)
Independent: the cause (aka the manipulated,
treatment or experimental variable)
Dependent: the effect (aka outcome variable)
Extraneous: uncontrolled IVs (see Fig. 3.2, p. 46)
All extraneous variables must be accounted for in an
experiment

Variables and Hypotheses

Hypotheses predictions about possible outcome of a
study; sometimes several hypotheses from one RQ (Fig
3.3)
RQ: Will athletes have a higher GPA that nonathletes?
H: Athletes will have higher GPAs that nonathletes

Advantages to stating a hypothesis as well as RQ

Clarifies/focuses research to make prediction based on

previous research/theory
Multiple supporting tests to confirm hypothesis strengthens
it

Disadvantages

Can lead to bias in methods (conscious or un) to try to

support hypothesis
Sometimes miss other important info due to focus on
hypothesis (peer review/replication is a check on this)

Variables and Hypotheses

Some hypothesis more important than
others
Directional v. nondirectional

Directional says which group will score

higher/do better
Nondirectional just indicates there will be a
difference, but not who will score higher/do
better
Directional more risky, so be
careful/tentative in using directional ones

End of Presentations