1. Chapter 1 The Role and Importance of Research © 2009 Pearson Prentice Hall, Salkind.

2. CHAPTER OVERVIEW What Research Is and Isn’t A Model of Scientific Inquiry Different Types of Research Experimental Research What Method to Use When Applied and Basic Research © 2009 Pearson Prentice Hall, Salkind.

3. WHAT RESEARCH IS AND WHAT IT ISN’T © 2009 Pearson Prentice Hall, Salkind.

4. WHAT IS RESEARCH ALL ABOUT, ANYWAY? Increasing our understanding of how and why we behave the way we do!! © 2009 Pearson Prentice Hall, Salkind.

5. A THEORY Organizes information Helps explain past events Predicts new events © 2009 Pearson Prentice Hall, Salkind.

6. RESEARCH IS BASED ON THE WORK OF OTHERS Past research guides new research Research is NOT copying the work of others © 2009 Pearson Prentice Hall, Salkind.

7. RESEARCH CAN BE REPLICATED Repeatability is a sign of credible science Replication guides future research © 2009 Pearson Prentice Hall, Salkind.

8. RESEARCH IS GENERALIZABLE Research should apply to situations outside of the study setting © 2009 Pearson Prentice Hall, Salkind.

9. RESEARCH IS NOT DONE IN INTELLECTUAL ISOLATION It is based on some logical rationale It is tied to theory © 2009 Pearson Prentice Hall, Salkind.

10. RESEARCH IS “DOABLE” Good research questions can be translated into projects that can be done! © 2009 Pearson Prentice Hall, Salkind.

11. RESEARCH IS ONGOING Research generates new questions Research is incremental © 2009 Pearson Prentice Hall, Salkind.

12. RESEARCH IS APOLITICAL Research should have the betterment of society as its ultimate goal © 2009 Pearson Prentice Hall, Salkind.

13. THE SCIENTIFIC METHOD: A MODEL OF SCIENTIFIC INQUIRY © 2009 Pearson Prentice Hall, Salkind.

14. SCIENTIFIC METHOD A shared philosophical approach to understanding the world A standard sequence of steps in formulating and answering questions © 2009 Pearson Prentice Hall, Salkind.

15. The steps in the research process © 2009 Pearson Prentice Hall, Salkind.

16. QUESTIONS Asking a question Identifying a need © 2009 Pearson Prentice Hall, Salkind.

17. IDENTIFYING IMPORTANT FACTORS Not fully investigated Advance understanding Can be investigated Are interesting Lead to more questions © 2009 Pearson Prentice Hall, Salkind.

18. FORMULATING A HYPOTHESIS “If…then” statements Objective extension of the original question In a testable form © 2009 Pearson Prentice Hall, Salkind.

19. COLLECTING RELEVANT INFORMATION Hypotheses posit a relationship between different factors Data are collected that will confirm or refute the hypothesis Hypotheses are testable (not provable) © 2009 Pearson Prentice Hall, Salkind.

20. TESTING THE HYPOTHESIS Inferential statistics  Separate effects of factors from effects of chance  Assign a probability level to obtained data © 2009 Pearson Prentice Hall, Salkind.

21. WORKING WITH THE HYPOTHESIS If the hypothesis is confirmed  Plan new research If the hypothesis is refuted  Try to understand what other factors might be important © 2009 Pearson Prentice Hall, Salkind.

22. RECONSIDERING THE THEORY Theories can be modified Leading to new questions © 2009 Pearson Prentice Hall, Salkind.

23. DIFFERENT TYPES OF RESEARCH © 2009 Pearson Prentice Hall, Salkind.

24. DIFFERENT TYPES OF RESEARCH Nature of question asked Method used to answer question Degree of precision of method © 2009 Pearson Prentice Hall, Salkind.

25. SUMMARY OF RESEARCH METHODS © 2009 Pearson Prentice Hall, Salkind.

26. NONEXPERIMENTAL RESEARCH Describe relationships between variables Cannot test cause-and-effect relationships © 2009 Pearson Prentice Hall, Salkind.

27. NONEXPERIMENTAL METHODS Descriptive Historical Correlational Qualitative © 2009 Pearson Prentice Hall, Salkind.

28. DESCRIPTIVE RESEARCH Describes characteristics of existing phenomena Provides a broad picture Serves as a basis for other types of research © 2009 Pearson Prentice Hall, Salkind.

29. HISTORICAL RESEARCH Describes past events in the context of other past or current events Primary and secondary sources of data © 2009 Pearson Prentice Hall, Salkind.

30. CORRELATIONAL RESEARCH Asks what several events have in common Asks whether knowing one event can allow prediction of another event Does not imply causation © 2009 Pearson Prentice Hall, Salkind.

31. QUALITATIVE RESEARCH Examines behavior in natural social, cultural, and political contexts Usually results in non-quantitative data © 2009 Pearson Prentice Hall, Salkind.

32. EXPERIMENTAL RESEARCH Tries to discover causal relationships Two types:  True experimental research  Quasi-experimental research © 2009 Pearson Prentice Hall, Salkind.

33. TRUE EXPERIMENTAL RESEARCH Participants assigned to groups Treatment variable is controlled by researcher Control of potential causes of behavior © 2009 Pearson Prentice Hall, Salkind.

34. QUASI-EXPERIMENTAL RESEARCH Participants are preassigned to groups Useful when researcher cannot manipulate variables © 2009 Pearson Prentice Hall, Salkind.

35. WHAT METHOD TO USE WHEN © 2009 Pearson Prentice Hall, Salkind.

36. WHAT METHOD TO USE WHEN? © 2009 Pearson Prentice Hall, Salkind.

37. BASIC RESEARCH VERSUS APPLIED RESEARCH © 2009 Pearson Prentice Hall, Salkind.

38. BASIC VS. APPLIED RESEARCH Basic research has no immediate application Applied research has immediate applications © 2009 Pearson Prentice Hall, Salkind.

39. SUMMARY - STUDENTS SHOULD BE ABLE TO: Define basic terms related to research and the scientific method. List eight (8) characteristics of high-quality research. Summarize the eight (8) steps in the scientific method. Describe the difference between experimental and nonexperimental research. List the three (3) different types of nonexperimental research designs. List the two (2) types of experimental research designs. Distinguish between basic research and applied research. Explain why a strong scientific method of inquiry will lead to valuable information regardless of significant or nonsignificant findings. © 2009 Pearson Prentice Hall, Salkind.