INTRODUCTION TO RESEARCH

Module 4

Issues...

Why are we interested in research? What is research? Key concepts and issues Introduction to validity

Why must we understand research?

help make informed decisions need to produce research in career evaluating research in the media assist in classes

Why is research a valued source of knowledge?

Common ways of knowing

experience/intuition experts/traditions/authority scientific method

What is Science, the Scientific Method, and Research?

Science
a

body of established knowledge the observation, identification, investigation, and theoretical explanation of natural phenomenon

usually the ultimate goal is theory generation and verification

What is Science, the Scientific Method, and Research?

Theory
a

set of inter-related constructs and propositions that specify relations among variables to explain and predict phenomena should be simple, consistent with observed relationships, tentative and verifiable

What is Science, the Scientific Method, and Research?

Scientific Method
involves

the principles and processes regarded as characteristic of or necessary for scientific investigation process or approach to generating valid and trustworthy knowledge

What is Science, the Scientific Method, and Research?

Research
the

application of the scientific method a systematic process of collecting and logically analyzing information (data)

Research Methods (Methodology)

ways one collects and analyzes data methods developed for acquiring trustworthy knowledge via reliable and valid procedures

Characteristics of Research

objective precise verifiable parsimonious empirical logical probabilistic

Types of Research

Trochims Classifications
descriptive

e.g., percentage of regular exercisers

relational

e.g., link between age and exercise

causal

Types of Research

Other Common Classifications

vs. applied vs. evaluation experimental vs. non-experimental analytical vs. descriptive vs. experimental vs. qualitative

Key Concepts and Issues

time in research variables types of relationships hypotheses types of data fallacies structure or research deduction and induction ethics validity

Time in Research
cross-sectional vs. longitudinal
repeated measures time series

Variables

variable
any

observation that can take on different values

attribute
a

specific value on a variable

Examples
Variable age Attribute

Examples
Variable age Attribute 18, 19, 20, etc...

Examples
Variable Gender or sex Attribute

Examples
Variable Gender or sex Attribute Male, female

Examples
Variable satisfaction Attribute

Examples
Variable satisfaction Attribute
1 = very satisfied 2 = satisfied 3= somewhat satisfied 4 = not satisfied 5 = not satisfied at all

Types of Variables

independent variable (IV)

you (or nature) manipulates in some way

dependent variable (DV)

Examples
IV
health status attitude social support intervention exercise participation

DV

The purpose of the study was to

whether the Fair Play for Sport curriculum is effective in promoting moral development in youth examine the relationship between age and VO2max. test whether there are gender differences the value placed on sport participation determine whether students perceptions of the amount of positive, negative, and informational feedback provided by their teachers is predictive of their self-esteem and level of achievement
IV, DV?

Types of Relationships

correlational vs. causal relationships

variables perform in a synchronized manner

one variable causes the other variable

correlation does not imply causation! (its necessary but not sufficient)

Types of Relationships

patterns of relationships
no

relationship positive relationship negative relationship curvilinear relationship

+
fitness

+
fitness

exercise intensity resting HR

+
performance

vocabulary

HR

arousal

Hypotheses

hypothesis
a

specific statement of prediction

types of hypotheses
alternative

vs. null one-tailed vs. two-tailed

Hypotheses

alternative hypothesis (HA)

effect (that you predict)

null hypothesis (HO)

Hypotheses
hypothesis there is a relationship between age and exercise participation there is a relationship there is not a relationship

HA HO

this is a two-tailed hypothesis as no direction is predicted

Hypotheses
hypothesis an incentive program will increase exercise participation participation will increase participation will not increase or will decrease this is a one-tailed hypothesis as a specific direction is predicted

HA HO

Types of Data

quantitative vs. qualitative

Research Fallacies

fallacy
an

error in reasoning (logic or premise)

types of fallacies described by Trochim

exception

Structure of Research
The "hourglass" notion of research
begin with broad questions
narrow down, focus in operationalize

OBSERVE
analyze data reach conclusions

generalize back to questions

Deduction and Induction

Deduction

Induction

Ethics in Research

balance between protecting participants vs. quest for knowledge IRB provides one mechanism
informed

consent/assent confidentiality and anonymity justification of procedures right to services http://www.rsp.ilstu.edu/policy/IRB/IRB_policy.pdf

Practice Questions
1.

2.
3. 4. 5.

Is the study descriptive, relational, or causal? Is the study cross-sectional or longitudinal? What is (are) the IV (IVs)? What is (are) the DV (DVs)? What are the alternative and null hypotheses?

Practice Questions
A. The purpose of the study was to examine the link between age and physical fitness levels in terms of muscular strength and endurance. It was hypothesized that older and younger adults would demonstrate significantly different fitness levels.

Practice Questions
B. The purpose of the study was to determine whether track athletes trained to use mental imagery performed superior to athletes who did not receive the mental imagery training. We expected those athletes receiving the training would perform significantly better than the untrained athletes.

Practice Questions
C. The study examined the effects of an acute bout of resistance training on participants mood and cognitive functioning at 1, 6 and 12 hours post exercise. It was expected that the positive effects on mood and cognitive function would decline over time.

Practice Questions
D. Participants at the 2009 Chicago Marathon were polled to determine their satisfaction with the course. The race officials hoped for positive reactions on the part of the runners.

Practice Questions
E. A researcher was interested in the role of caffeine in sports performance. In cooperation with her Universitys baseball team, she randomly assigned players to one of two conditions: (1) no caffeine or (2) low dose (100mg). She then used performance on a batting machine as a test. She speculated that caffeine would positively affect performance.

Introduction to Validity

validity
the

best available approximation to the truth of a given proposition, inference, or conclusion

Introduction to Validity

types of validity
conclusion
internal construct

external

types of validity are cumulative

Introduction to Validity

for each type of validity there are typical threats, and ways to reduce them this provides our framework for critiquing the overall validity (= worth) of studies

Additional Information

Describing Refereed Articles Sharing Research Findings with Clients

The Validity Questions Are Cumulative...

The Validity Questions Are Cumulative...

In this study

Is there a relationship between the cause and effect?

The Validity Questions Are Cumulative...

In this study Conclusion

Is the relationship causal?

Is there a relationship between the cause and effect?

The Validity Questions Are Cumulative...

In theory Internal Conclusion

Can we generalize to the constructs?

Is the relationship causal?

Is there a relationship between the cause and effect?

The Validity Questions Are Cumulative...

In theory

Can we generalize to other persons, places, times?

we generalize to Construc Can the constructs? t Internal Is the relationship causal?

Conclusion

Is there a relationship between the cause and effect?

The Validity Questions are cumulative...

External Construct

Can we generalize to other persons, places, times?

Can we generalize to the constructs?

Internal
Conclusion

Is the relationship causal?

Is there a relationship between the cause and effect?

Validity Questions are Cumulative

External Construct

Can we generalize to other persons, places, times?

Can we generalize to the constructs?

Internal
Conclusion

Is the relationship causal?

Is there a relationship between the cause and effect?