{"id":32734,"date":"2024-03-16T09:39:21","date_gmt":"2024-03-16T09:39:21","guid":{"rendered":"https:\/\/academicwritersbay.com\/writings\/generate-a-research-problem-idea-its-okay-to-start-broad-and-explain-why-you-picked-such-research-topic-idea-2-now-that-you-have-a-research-problem-lets-go-through-the-s\/"},"modified":"2024-03-16T09:39:21","modified_gmt":"2024-03-16T09:39:21","slug":"generate-a-research-problem-idea-its-okay-to-start-broad-and-explain-why-you-picked-such-research-topic-idea-2-now-that-you-have-a-research-problem-lets-go-through-the-s","status":"publish","type":"post","link":"https:\/\/academicwritersbay.com\/writings\/generate-a-research-problem-idea-its-okay-to-start-broad-and-explain-why-you-picked-such-research-topic-idea-2-now-that-you-have-a-research-problem-lets-go-through-the-s\/","title":{"rendered":"Generate a research problem idea (it\u2019s okay to start broad) and explain why you picked such research topic\/idea.? 2. Now that you have a research problem, let\u2019s go through the s"},"content":{"rendered":"
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Part 1<\/p>\n

1. Generate a research problem idea (it\u2019s okay to start broad) and explain why you picked such research topic\/idea.<\/strong>\u00a0<\/p>\n

2. Now that you have a research problem, let\u2019s go through the \u2018shaping\u2019 process.\u00a0<\/p>\n

\uf0fc Narrow the scope (be as detailed as you can).\u00a0<\/p>\n

\uf0fc Specify and explain at least 2 concepts that is relevant to your research problem.<\/p>\n

\uf0fc Operationalize your research problem, by providing measurable factors.\u00a0<\/p>\n

\uf0fc What is the unit of analysis for your research problem?<\/p>\n

\uf0fc Conduct a literature review and write down one useful piece of information about your research problem from each credible source: scholarly journal article & website (make sure to have a reference of your source)\u00a0<\/p>\n

3. Which of the two general different approaches to research (i.e., deductive reasoning & inductive reasoning) would you choose your research problem? Explain Why?\u00a0<\/p>\n

4. Now that you have thought through more thoroughly about the first steps of the identifying and shaping a research problem, think about your research problem, and write down your research question (research question is a question that a research project sets out to answer \u2013 should be more somewhat detail).\u00a0<\/p>\n

5. Which methodology (i.e., quantitative or qualitative) would you choose to answer the research question? Provide a detailed rationale to support your decision.\u00a0<\/p>\n

6. Which method would you choose to gather the data? Provide a detailed rationale to support your decision.\u00a0<\/p>\n

7. Would you adopt a cross-sectional or longitudinal research design? Provide a detailed rationale to support your decision.<\/p>\n<\/p>\n

Part 2<\/strong><\/p>\n

Initiative to Address Risky Behavior on Spring Break<\/strong><\/p>\n

Skim these articles to familiarize yourselves with the issues:\u00a0<\/p>\n

Read this article from the March 8th 2019 edition of the Washington Post:\u00a0<\/p>\n

https:\/\/www.washingtonpost.com\/education\/2019\/03\/09\/is-spring-break-safe-public-officials-warn-college-students-increased-danger-vacations-begin\/\u00a0<\/p>\n

1.The Situation:\u00a0<\/p>\n

You are the Assistant Vice Chancellor for Student Affairs at CSUEB and one of your areas of responsibility is student well-being, which cuts across many units at the CSUEB. Several years in a row, you and your colleagues have noticed increased rates of sexually transmitted diseases as well as concerns from different departments about physical and emotional difficulties and challenges reported by students during Health Center and Counseling Center visits and from the various student affairs organizations that report to you.\u00a0<\/p>\n

Some students shared with their counselors, advisors, and medical providers that spring break is perceived as a perfect time for travelling to warm, sunny, beachy destinations (e.g., Cancun, Mexico, Miami Beach and Panama City Beach, Florida) where wild parties, binge drinking, drugs, and various forms of sexual risk-taking occurs. Similar to the famous saying about Las Vegas, there is a norm among spring breakers that \u2018what happens on spring break stays on spring break\u2019. This idea of being free of expectations and norms of everyday life (e.g., free from the CSUEB Student Code of Conduct, free from expectations of parents and other caring adults, and being free from everyday expectations and social norms of campus and adult life) can lead to some spring breakers to let loose, experiment, and engage in risky sexual activity, risky alcohol and drug taking, and other risky behavior (e.g., streaking, skinny dipping, midnight swims w\/scary encounters sea life like sharks, eels, near drownings, passing out in public places where they can be robbed, mugged, or sexually assaulted, car surfing, etc.) they normally don\u2019t engage in during \u201ceveryday life.\u201d\u00a0<\/p>\n

All of these risky behaviors could have unintended serious consequences (e.g., physical injury, emotional and social harm, trauma, death, terror) that last longer than the trip does, and they could spill over to campus everyday life after the trip\/experience is over. Some of the same issues have been raised regarding unintended consequences of Super Bowl tailgate.\u00a0<\/p>\n

2.Strategies to Promote Health, Safety and a Caring Community = \u201cSee Something-Say Something, Do Something\u201d\u00a0<\/p>\n

You and your colleagues want to develop an initiative on campus that boosts support for people who experience the unintended consequences of Spring Break and Super Bowl tailgate Shenanigans\/Debauchery. Even witnessing an event (an accident that results in serious injury or death) can cause emotional problems including PTSD. You and your colleagues feel students can and should be armed with strategies to help each other see warning signs (to prevent issues, injury, trauma, sexual misconduct, crime) and they can learn strategies to help each other avoid the worst things from happening more effectively (even when under the influences of substances themselves). There is a proposal to develop a health promotion\/education\/self and community care initiative called \u201csee something, say something, do something.\u201d Before you begin discussing and building this initiative, you and your Task Force feel you need to get more information to better understand how much of an issue these \u201cunintended consequences and issues are on campus\u201d as a result of spring break and Super Bowl tailgate.\u00a0<\/p>\n

3.Stakeholders who comprise this Campus Task-Force<\/p>\n

You have gathered key staff from student affairs and health services for a brainstorming meeting. There is a collective sentiment that spring breakers and \u201ctailgators\u201d need more education and support to mitigate and help students develop self-management, prevention and coping strategies when confronting and dealing with any difficulties associated with spring break related incidents.\u00a0<\/p>\n

Invited to the meeting are Student Affairs representatives from the following campus organizations: 1) Health Services, 2) Counseling Services, 3) Campus Recreation Services, and other student affairs units that directly support student well-being such as:\u00a0<\/p>\n

a. Black Greek Council\u00a0<\/p>\n

b. Inter-Fraternity Council\u00a0<\/p>\n

c. Panhellenic Council\u00a0<\/p>\n

d. United Greek Council\u00a0<\/p>\n

e. Minority Student Affairs<\/p>\n

f. Registered Service Organization Director<\/p>\n

g. Division of Housing Staff (for RAs, RDs, etc.)<\/p>\n

h. Office of Student Conflict Resolution (OSCR): respondents and complainants involved in any campus\/community issue involving the student code (substance abuse, sexual misconduct, assault\/battery\/violence, etc.) is reported and handled through this office. They have data on occurrences and instances of this. Doesn\u2019t have to take place \u201con campus\u201d for them to reports of these instances.<\/p>\n

The Task at Hand:\u00a0<\/p>\n

During the meeting, a few people suggest that it could be helpful to conduct a survey of students regarding spring break behaviors, attitudes, feelings and experiences. This survey could help the Task Force understand how big of an issue this is. The Task Force also discusses surveying leaders of stakeholder organizations who are \u201cin the know\u201d firsthand about how frequently these issues arise and how severe they are (or are not).\u00a0<\/p>\n

[Survey Approach]<\/p>\n

One staff member asserts the survey should be sent to all 15,000 undergraduate and graduate students (including students enrolled in online graduate programs) to be able to infer anything about and to generalize to the entire student population. As the chair of the Task Force, you ask the group if it is necessary to send a survey to the entire CSUEB student population. As the discussion ensues, you and your team discuss the following questions to determine next steps in the process:<\/p>\n

1.In this case, why should I implement probability sampling over non-probability sampling?\u00a0<\/p>\n

2.Will I need a sampling frame? Why? If yes, what kind and how am I going to obtain it?<\/p>\n

3.Among the 4 probability sampling techniques learned in class, which one should be implemented to gather a sample? Also, please explain the process of gathering a sample using the chosen sampling technique.\u00a0<\/p>\n

4.How large does the sample need to be? What considerations would guide my decision about the size and composition of the sample?\u00a0<\/p>\n

[In-depth Interview Approach]<\/p>\n

You and your task force decide that interviews should be done with leaders from key stakeholder groups (see #3 a-h above for a list of key stakeholder groups from within the university.\u00a0<\/p>\n

1.What other stakeholder groups from outside of the university (especially as it relates to Super Bowl) would you benefit from interviewing?\u00a0<\/p>\n

2.In this case, why should I implement non-probability sampling over probability sampling?\u00a0<\/p>\n

3.Will I need a sampling frame? Why? If yes, what kind and how will your task force obtain it?<\/p>\n

4.Among the 4 non-probability sampling techniques learned in class, which one should be implemented to gather a sample? Also, please explain the process of gathering a sample using your chosen sampling technique.\u00a0<\/p>\n

5.How large should my sample for these interviews be? What considerations would guide your decision about how large the sample should be for this part of the project?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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    Module4-PopulationSample.pptx<\/div>\n<\/p><\/div>\n<\/li>\n
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    Module4-ProblemFormulationandQuant_QualData.pptx<\/div>\n<\/p><\/div>\n<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n
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    PART 1<\/p>\n<\/p>\n<\/div>\n

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    Population<\/p>\n

    Population = entire set of entities <\/p>\n

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    Sample<\/p>\n

    Sample = subset of the population <\/p>\n<\/p>\n

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    Sampling<\/p>\n<\/p>\n<\/p>\n<\/p>\n

    Population<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n

    Sampling is the process by which a researcher selects one or more cases out of some larger grouping for study.<\/p>\n

    Sample<\/p>\n<\/p>\n

    Sample<\/p>\n<\/p>\n<\/div>\n

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    4<\/p>\n<\/p>\n<\/div>\n

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    5<\/p>\n<\/p>\n<\/div>\n

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    Practice Question:<\/p>\n

    Which one of this sentence is correct?<\/p>\n<\/p>\n

    Administrators at CSUEB surveyed 100 randomly selected seniors to see how they feel about Pioneer Dining.<\/p>\n

    The population is all CSUEB seniors; the sample is all of the seniors.<\/p>\n

    The population is all university seniors in the U.S.; the sample is all CSUEB seniors<\/p>\n

    The population is all university seniors in the U.S.; the sample is 100 CSUEB seniors<\/p>\n

    The population is all CSUEB seniors; the sample is 100 CSUEB seniors<\/p>\n<\/p>\n

    Which one of this sentence is correct?<\/p>\n<\/p>\n

    Administrators at CSUEB surveyed 100 randomly selected seniors to see how they feel about Pioneer Dining.<\/p>\n

    The population is all CSUEB seniors; the sample is all of the seniors.<\/p>\n

    The population is all university seniors in the U.S.; the sample is all CSUEB seniors<\/p>\n

    The population is all university seniors in the U.S.; the sample is 100 CSUEB seniors<\/p>\n

    The population is all CSUEB seniors; the sample is 100 CSUEB seniors<\/p>\n<\/p><\/div>\n

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    6<\/p>\n<\/p>\n<\/div>\n

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    Why Sampling?<\/p>\n

    Population<\/p>\n

    All possible cases of what we are interested in studying<\/p>\n<\/p>\n

    Feasibility<\/p>\n

    The whole group is sometimes too large to study everyone<\/p>\n<\/p>\n

    Data quality<\/p>\n

    Information based on carefully drawn samples can be better than information from an entire group<\/p>\n<\/p>\n

    <\/div>\n
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    Why 1000 samples can be more accurate than 10,000 samples \uf0e0 some voices is better heard in a smaller sample <\/p>\n

    Ex) college undergraduate students who are in their 30s <\/p>\n

    Quality \uf0e0 census for example, asking so many questions with relatively less researchers in charge <\/p>\n<\/p>\n

    7<\/p>\n<\/p>\n<\/div>\n

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    Sampling Frame<\/p>\n

    A sampling frame is a list of all the items in your population.<\/p>\n<\/p>\n

    Does the sampling frame include all members of the population?<\/p>\n

    How will you gather sampling frame?<\/p>\n

    Ex: iPhone users <\/p>\n

    AppleCare list <\/p>\n

    iTunes<\/p>\n

    Access to serial #<\/p>\n<\/p>\n

    <\/div>\n
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    Complete list of everyone or everything you want to study <\/p>\n

    EX) population = people in RST 370, sampling frame = <\/p>\n<\/p>\n

    Population = All the iphone users, sampling frame = <\/p>\n<\/p>\n

    8<\/p>\n<\/p>\n<\/div>\n

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    PART 2<\/p>\n<\/p>\n<\/div>\n

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    Sampling Approaches<\/p>\n

    Probability = every unit in population has the same chance of being chosen for sample<\/p>\n<\/p>\n

    Nonprobability = every unit in population does NOT have the same chance of being chosen for sample<\/p>\n<\/p>\n<\/div>\n

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    Probability Sampling<\/p>\n

    No inherent selection bias<\/p>\n<\/p>\n

    Sampling error: an estimate of the extent to which the values of the sample differ from those of the population <\/p>\n<\/p>\n

    Probability sampling = minimizes the sampling error <\/p>\n<\/p>\n

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    Good sampling frame is important when collecting probability sampling<\/p>\n<\/p>\n

    Target population \u2013 1,000 <\/p>\n

    Probability of getting in the sample \u2013 1\/1,000<\/p>\n<\/p><\/div>\n

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    Probability Sampling Techniques<\/p>\n

    Simple random<\/p>\n<\/p>\n

    Systematic random<\/p>\n<\/p>\n

    Stratified random<\/p>\n<\/p>\n

    Area <\/p>\n<\/p>\n<\/div>\n

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    Simple Random Sampling (SRS)<\/p>\n

    Each unit of population has equal chance (probability) being selected <\/p>\n<\/p>\n

    How to select \u2026<\/p>\n

    Each unit pulled \u201cout of the hat\u201d<\/p>\n

    Computer programs for random selection http:\/\/www.randomizer.org\/ <\/p>\n

    Table of random numbers<\/p>\n<\/p>\n

    <\/div>\n
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    Try to pick 5 States using the simple random sampling <\/p>\n

    SRS has the lowest sampling error <\/p>\n<\/p>\n<\/div>\n

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    Systematic Random Sampling<\/p>\n

    Variation on simple random sampling involves taking every kth unit listed in a sampling frame <\/p>\n<\/p>\n

    First start = randomly chosen <\/p>\n<\/p>\n

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    Systematic Sampling Example<\/p>\n

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    Every<\/p>\n

    5th case<\/p>\n<\/p>\n<\/p><\/div>\n

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    How do we decide K? in Kth people? 1000 \/ 100 = 10 , K=10<\/p>\n

    For SRS and systematic random = sampling frame list must exist <\/p>\n<\/p><\/div>\n

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    Stratified Random Sampling<\/p>\n

    Stratified sampling involves dividing the population into smaller subgroups, called strata, and then drawing separate random or systematic samples from each of the strata.<\/p>\n

    Strata ex) gender, school, region <\/p>\n<\/p>\n

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    3. Stratified random sampling <\/p>\n<\/p>\n

    15<\/p>\n<\/p>\n<\/div>\n

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    Stratified Random Sampling<\/p>\n

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    16<\/p>\n<\/p>\n<\/div>\n

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    Types of Stratified Sampling<\/p>\n

    Proportionate Sampling: <\/p>\n

    The size of the sample from each stratum is proportionate to occurrence in the population<\/p>\n

    Goal is to reduce sampling error<\/p>\n<\/p>\n

    Disproportionate Sampling: <\/p>\n

    Sufficient proportion is selected from each sample to make statistical comparisons <\/p>\n

    Goal is to have representative sub-sample for each stratum<\/p>\n<\/p>\n<\/div>\n

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    Proportionate sampling: the strongest with the reducing sampling error<\/p>\n<\/p>\n

    Why disproportionate? Why we choose this over proportionate? <\/p>\n

    It could be more accurate \uf0e0 when? \uf0e0 minority group <\/p>\n<\/p>\n

    17<\/p>\n<\/p>\n<\/div>\n

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    Identify sampling technique used<\/td>\nAnswer<\/td>\n<\/tr>\n
    1. Major concentration divided into four tracks: recreation, sport, tourism, and leisure. Names in all tracks alphabetized and 100 names randomly chosen from the list.<\/td>\n <\/td>\n<\/tr>\n
    2. Names of all majors alphabetized. Someone randomly chooses one name on the list to be surveyed. Move down two names from first person chosen, and this person is chosen. Continue this pattern until 111 names chosen. <\/td>\n <\/td>\n<\/tr>\n
    3. Name of each major put in paper bag. Person removes one name at a time until 129 names chosen.<\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    What Kind of Probability Sample?<\/p>\n<\/p>\n<\/div>\n

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    Stratified random <\/p>\n

    Systematic random<\/p>\n

    Simple random<\/p>\n<\/p>\n

    18<\/p>\n<\/p>\n<\/div>\n

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    Area Sampling<\/p>\n

    Area sampling is also called \u201ccluster sampling\u201d or \u201cmulti-stage sampling.\u201d<\/p>\n<\/p>\n

    Clusters are similar (while strata are different)<\/p>\n<\/p>\n

    Process: <\/p>\n

    Cluster sampling divides the population area into sections (clusters)<\/p>\n

    Then randomly selects clusters<\/p>\n

    Then chooses all the members of those clusters<\/p>\n<\/p>\n<\/div>\n

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    Cluster Sampling divides the populartion area into sections (clusters) then randomly selects clusters and chooses all the members of those clusters.<\/p>\n<\/p>\n

    19<\/p>\n<\/p>\n<\/div>\n

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    Activity <\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n

    Population<\/p>\n<\/p>\n

    ?<\/p>\n

    ?<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p><\/div>\n

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    Cluster sample (left side)<\/p>\n

    Proportionate stratified sampling (right side)<\/p>\n<\/p>\n

    20<\/p>\n<\/p>\n<\/div>\n

    \n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n<\/p>\n

    Population<\/p>\n<\/p>\n

    Activity <\/p>\n

    ?<\/p>\n

    ?<\/p>\n<\/p>\n<\/div>\n

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    Disproportionate stratified sample (right) <\/p>\n

    21<\/p>\n<\/p>\n<\/div>\n

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    Probability sampling techniques<\/p>\n

    Summary\/review\/refresher:<\/p>\n<\/p>\n

    22<\/p>\n

    <\/div>\n
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    How Large a Sample? <\/p>\n

    How many cases are needed for the research hypotheses?<\/p>\n<\/p>\n

    Precision: <\/p>\n

    how much error can we accept?<\/p>\n

    Population homogeneity: <\/p>\n

    the more variability in the population to be sampled the larger the sample required<\/p>\n

    Sampling Technique<\/p>\n

    stratified sampling => smaller sample<\/p>\n

    area sampling => larger sample<\/p>\n

    Sampling fraction<\/p>\n

    23<\/p>\n<\/p>\n<\/div>\n

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    Sampling fraction = ratio of sample size to population size, stratified case = sample size to strata size <\/p>\n

    23<\/p>\n<\/p>\n<\/div>\n

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    PART 3<\/p>\n<\/p>\n<\/div>\n

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    Nonprobability Samples<\/p>\n

    Probability of each population element's being included in the sample is unknown<\/p>\n

    Uses:<\/p>\n

    No intent to generalize<\/p>\n

    Qualitative study (small sample size)<\/p>\n

    Impossible to develop sampling frame<\/p>\n

    Limitations<\/p>\n

    Cannot specify representativeness<\/p>\n

    Degree of sampling error is unknown<\/p>\n<\/p>\n

    25<\/p>\n<\/p>\n<\/div>\n

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    Non-probability Sampling Types <\/p>\n

    Convenience sampling (accidental or haphazard sampling)<\/p>\n<\/p>\n

    Volunteer-based sampling => volunteer bias<\/p>\n<\/p>\n

    26<\/p>\n

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    Convenience \u2013 sample drawn from the part of the population that is close to hand (e.g., sns, resources around us) <\/p>\n

    It is often used for pilot study to obtain basic data and trend <\/p>\n<\/p>\n

    Volunteer \u2013 participants self select to become part of the study (e.g., call from radio station, or a booth at a rest area)<\/p>\n

    Limited amount of number <\/p>\n<\/p>\n

    26<\/p>\n<\/p>\n<\/div>\n

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    Non-probability Sampling Types <\/p>\n

    Purposive (or judgmental) sampling<\/p>\n<\/p>\n

    Snowball sampling (interactive sampling): rely on interaction of persons to generate sample.<\/p>\n<\/p>\n

    27<\/p>\n

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    Purposive \u2013 researcher rely on their own judgement when choosing members of the population to participate in study<\/p>\n

    Participants with unique or special characteristics, (e.g., age, health status, background, past experience) <\/p>\n<\/p>\n

    Snowball \u2013 <\/p>\n

    27<\/p>\n<\/p>\n<\/div>\n

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    Situation<\/td>\nSampling technique being used<\/td>\n<\/tr>\n
    1. Set up tables outside public rest stop and ask people to complete survey.<\/td>\n <\/td>\n<\/tr>\n
    2. Form committee of park system\u2019s mid- and upper-level managers to come up with ideas to make park more appealing.<\/td>\n <\/td>\n<\/tr>\n
    3. Staff report few young adults (18\u201321 years) visit their nature centers. You observe a young adult visiting a nature center and ask that person to complete an interview. You also enlist that person to provide you with the name of another young person who he knows visits nature centers in the community. <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Directions: Identify the nonprobability sampling technique being used. <\/p>\n<\/p>\n

    What Kind of Nonprobability Sample? <\/p>\n<\/p>\n<\/div>\n

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    Volunteer <\/p>\n

    Purposive <\/p>\n

    Snowball<\/p>\n

    28<\/p>\n<\/p>\n<\/div>\n

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    Non-probability sampling techniques<\/p>\n

    Summary\/review\/refresher:<\/p>\n

    29<\/p>\n

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    image1.jpg<\/h2>\n<\/p>\n<\/div>\n
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    image4.jfif<\/h2>\n<\/p>\n<\/div>\n
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    image7.jpeg<\/h2>\n<\/p>\n<\/div>\n
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    image8.gif<\/h2>\n<\/p>\n<\/div>\n
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    image9.jpg<\/h2>\n<\/p>\n<\/div>\n
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    image10.png<\/h2>\n<\/p>\n<\/div>\n
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    image11.jpg<\/h2>\n<\/p>\n<\/div>\n
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    image12.jpeg<\/h2>\n<\/p>\n<\/div>\n
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    image13.gif<\/h2>\n<\/p>\n<\/div>\n
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    image14.tiff<\/h2>\n<\/p>\n<\/div>\n
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    image15.jpg<\/h2>\n<\/p>\n<\/div>\n
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    image16.wmf<\/h2>\n<\/p>\n<\/div>\n
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    image24.png<\/h2>\n<\/p>\n<\/div>\n
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    image17.png<\/h2>\n<\/p>\n<\/div>\n
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    image18.png<\/h2>\n<\/p>\n<\/div>\n
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    image19.png<\/h2>\n<\/p>\n<\/div>\n
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    ,<\/p>\n

    \n

    Unit Two: Data Collection <\/p>\n<\/p>\n

    Problem Formulation<\/p>\n

    Quantitative and Qualitative Data<\/p>\n<\/p><\/div>\n

    \n
    \n

    Now we are finished with unit 1 which was the foundations for evaluation and research. So, we sort of concentrated on evaluation on our first unit. Starting from unit two, we will look into how we can collect, analyze, and report the data. And we will be looking into these from more of a research context than an evaluation context. <\/p>\n<\/p>\n

    So, this week we will talk about problem formulation and quanitatiave and qualiatative data. <\/p>\n

    1<\/p>\n<\/p>\n<\/div>\n

    \n

    Generating Research Problem Ideas<\/p>\n

    \n

    Personal interest<\/p>\n

    Current social problems<\/p>\n

    Utility in testing a particular theory<\/p>\n

    Addressing prior research limitations<\/p>\n

    Determine program effectiveness<\/p>\n<\/p><\/div>\n

    \n
    \n

    Well, first the problem formulation is important because that is the very beginning process of a research. <\/p>\n

    Research problem or research question is something that you come up with that you are interested and want to research about. The very first step of coming up with a research question or statement is to generate research problem ideas. <\/p>\n<\/p>\n

    Research ideas can come from many sources. <\/p>\n<\/p>\n

    Personal interest \u2013 important (intrinsic motivation) ex) older adults <\/p>\n

    Current social problems \u2013 where people\u2019s interests are, more interest = more funding opportunity, may provide some answers to solve current issues<\/p>\n

    Theory \u2013 theory used and tested in psychology fields among college students, but not in leisure context for specific population <\/p>\n

    Limitations \u2013 locations, specific population only, gender, <\/p>\n

    Program \u2013 evaluation research <\/p>\n

    2<\/p>\n<\/p>\n<\/div>\n

    \n

    Two Different Approaches to Scientific Research<\/p>\n

    Deductive Reasoning <\/p>\n

    Inferring a conclusion from premises or propositions<\/p>\n

    If the theory is correct, then hypotheses logically derived from them are correct<\/p>\n<\/p>\n

    Inductive reasoning <\/p>\n

    Building theory from the data.<\/p>\n

    Inferring something about a whole group from one or a few members of the group<\/p>\n<\/p>\n

    <\/div>\n
    \n
    \n

    There are two different approaches to research. <\/p>\n<\/p>\n

    Deduction \u2013 process of going from abstract\/general to specific, from theory to the data, top down<\/p>\n

    When wanting to test something that already exist in your specific context, there exists a theory that you may think fits well with your topic, examine <\/p>\n

    Example, Leisure perception and attitudes towards retirement <\/p>\n<\/p>\n

    Induction \u2013 from specific to general, bottom up <\/p>\n

    \u2013 working from the data to the theory, building the theory<\/p>\n

    When relatively less is known about it, unsure of what theory to use, explore <\/p>\n<\/p>\n

    3<\/p>\n<\/p>\n<\/div>\n

    \n

    Theory<\/p>\n

    Operational Definitions<\/p>\n

    Hypotheses<\/p>\n

    Observations<\/p>\n

    Research<\/p>\n

    Findings<\/p>\n<\/p>\n

    Induction<\/p>\n<\/p>\n

    Deduction<\/p>\n<\/p>\n<\/div>\n

    \n
    \n

    Hypotheses = IV \uf0e0 DV<\/p>\n

    4<\/p>\n<\/p>\n<\/div>\n

    \n

    Shaping the Research Problem<\/p>\n

    Narrow the scope<\/p>\n

    Specify concepts<\/p>\n

    Operationalization<\/p>\n

    Literature review<\/p>\n

    Unit of analysis<\/p>\n

    <\/div>\n
    \n
    \n

    Now you have a research problem idea and you know two different approaches to research, next step is actually shaping the research problem. <\/p>\n<\/p>\n

    First, it is important to Narrow the scope and specify concepts \u2013 oldest olds\u2019 physical? Cognitive? Mental? Also quality of life, healthy aging, oldest adults\u2019 cognitive ability, <\/p>\n<\/p>\n

    Next is Operationalization \u2013 defining variables that is not directly measurable into measurable factors EX) in medical related fields \u201chealth\u201d can be operationalized by such indicators: body mass index, tobacco smoking, etc. <\/p>\n<\/p>\n

    5<\/p>\n<\/p>\n<\/div>\n

    \n

    Review of the Literature <\/p>\n

    \n

    Findings and conclusions<\/p>\n

    Theories and concepts<\/p>\n

    Measurement procedures and operational definitions used in previous research<\/p>\n

    Sampling strategy<\/p>\n

    Statistical technique<\/p>\n<\/p>\n

    6<\/p>\n<\/p>\n<\/div>\n

    \n
    \n

    IV \uf0e0 DV <\/p>\n<\/p>\n

    6<\/p>\n<\/p>\n<\/div>\n

    \n

    Review of Literature<\/p>\n

    Using the credible information is IMPORTANT! <\/p>\n<\/p>\n

    Credible source <\/p>\n

    Journals <\/p>\n

    Websites from credible institutions (Mayo clinic, World Health Organization, etc.) <\/p>\n

    The date\/year <\/p>\n<\/p>\n

    Avoid using blogs, posts, Wikipedia \u2026<\/p>\n<\/p><\/div>\n

    \n
    \n

    Definition of credible source depends on the audience, the topic, and the discipline <\/p>\n

    7<\/p>\n<\/p>\n<\/div>\n

    \n
    \n

    Units of Analysis<\/p>\n

    Specific objects or elements whose characteristics we wish to describe or explain, and about which data will be collected.<\/p>\n<\/p>\n

    \u201cwho\u201d or \u201cwhat\u201d of the study<\/p>\n

    Individuals<\/p>\n

    Groups<\/p>\n

    Organizations<\/p>\n

    Programs<\/p>\n<\/p><\/div>\n

    \n
    \n

    What will be the unit of analysis? \uf0e0 when comparing two different nursing facility for example, unit of analysis would be nursing facility <\/p>\n

    Able to access particular caregiver\/physician or older adults more deeply \u2013 studying specific caregiver members \uf0e0 unit of analysis is specific caregiver <\/p>\n

    Individual? Which individual? Community? Which community? Etc.? <\/p>\n<\/p>\n

    Unit of analysis is who or what of the study <\/p>\n<\/p>\n

    Quiz for example \uf0e0 unit of analysis is individual (everyone in the class)<\/p>\n

    Group work \uf0e0 Unit of analysis is group <\/p>\n

    8<\/p>\n<\/p>\n<\/div>\n

    \n
    \n

    Reactivity<\/p>\n

    Reactivity refers to the fact that people can react to being studied and may behave differently from when they don't think they are being studied.<\/p>\n<\/p>\n

    Social desirability <\/p>\n

    People may behave in a manner that they think will be viewed favorably by other people \u2026 <\/p>\n

    \n
    <\/div>\n
    \n
    \n

    So we have talked about narrowing down the research idea so you can form a specific research question. <\/p>\n<\/p>\n

    Another thing I want to talk about when thinking about research is reactivity. We are familiar with reactivity from our past CGE when we talked about the ethical issues. <\/p>\n<\/p>\n

    What if my friends are better than me? <\/p>\n

    I know someone from this research team, I want to help them or the other way around<\/p>\n<\/p>\n

    9<\/p>\n<\/p>\n<\/div>\n

    \n

    How can we minimize reactivity?<\/p>\n

    You are conducting an interview with a teenager to explore the relationship between academic success and deviant behavior <\/p>\n<\/p>\n

    You are conducting a pre and post survey in an intervention study (balance training program for older adults)<\/p>\n<\/div>\n

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