Chapter 3: The Research Process Key Concepts: Specifying the Research Question and Hypothesis

2 Evaluating the Research Question  The question is logically related to the identification of the problem area.  The question can be answered through research; it is not in the values domain.  The question has not been answered. If it has been, what related questions might you ask?  Answering the question will be useful for informing social work practice, developing social policy, or advancing theory.  The question is sensitive to issues of culture.

3 Specifying the Question(s)  Concept  Abstract or general idea, a symbol for some observable attribute or phenomenon.  “What is the recidivism rate of juvenile girls?”  Recidivism  Juvenile  Girl Concepts

4 Defining Concepts  Nominal Definition – Like a dictionary  E.g. Juvenile: a young person not fully grown or developed.  Operational Definition – In a way that can be measured or counted.  E.g. Juvenile: any human being between the ages of 8 and 17.  Definition of the concept has implications for the meaning and accuracy of the research.

5 Unit of Analysis  What system level is studied?  Individual, family, group, org., community?  Ecological fallacy: Study one unit but draw conclusions about another. Neighborhood with high % of Hispanic families has high crime rate, but non-Hispanic families may be committing all the crime. Out of each 10 people: Hispanic = 70%Hispanic crime = 1/ 7 = 14.3% Other = 30%Other crime = 3/3 = 100% Crime Rate = 40%

6 Time Dimension  Cross-Sectional Study  A snapshot at one point in time (census)  Surveys, short-term qualitative studies  Attitudes, voting prediction, current behavior  Needs assessment  Hard to interpret cause and effect  Confounded by history  Relatively cheap and easy

7 Time Dimension  Longitudinal Study  Trend study: changes in a group over time (census).  Cohort Studies: study groups over time (boomers, generation Y).  Panel study: same people each time over time.  Weaknesses:  Expensive, complex  People quit or leave the study  People change as a result of the study

8 Checklist for specifying the research question  The major concepts contained in the research question have been defined in a way that will ensure a common understanding.  Choices made in the operationalization of major concepts have been well justified.  The research question clearly specifies a unit of analysis.  The research question specifies a time frame.  The research question specifies a time frame.  The research question is grounded in a specific geographic area.  Answering the research question is feasible.

9 Formulating Hypotheses  Hypothesis: A tentative answer to a research question written as a statement, usually expressed as a relationship between variables.  Variable: A concept that can vary; can have a range of numeric values or attributes.  Constant: A concept that does not vary; has only one numeric value or attribute. A hypothesis is a statement about the relationship between two or more variables.

10 Types of Hypotheses  Null Hypothesis: no difference or relationship  “There is no relationship between self-esteem and recidivism.”  Research or Alternative Hypothesis:  Nondirectional hypothesis: there is a difference / relationship  “There is a relationship between self-esteem and recidivism”  Directional hypothesis: There is a positive or inverse relationship  “The greater the self-esteem, the less likely the recidivism”  Extraneous variables represent alternative explanations for the observed relationships.  “Income causes both self-esteem and lack of recidivism.”

11 Checklist for Hypotheses  The hypotheses are in the form of a tentative answer to the research question and are not phrased as questions.  The hypotheses are specifically stated.  The hypotheses are justified by either theory or prior research.  Statement of a directional hypothesis is justified on the basis of existing theory or research.  The hypotheses can be tested through research and are capable of being refuted.