Teachers Edits
Chapter One: Introduction
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Problem Background
The “meat” of Chapter One is a description of the background of the problem, including historical, social, and theoretical contexts. This section should include a thorough depiction of the problem from the broad perspective affecting the larger population to the narrower viewpoint of how the problem specifically impacts your field, area, organization, or department. The problem background should be more than a few paragraphs to fully depict the problem and setting. Typically, the problem background section is a minimum of five pages.
The problem is a practical or applied research problem because it focuses on a specific issue.
An experience-based problem that can be identified in any case under an investigation.
Problem background shouldn’t opinionated, but should be supported with references from other related literature.
Researcher must have the knowledge, time, and resources needed to investigate the problem.
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Purpose of the Study
The purpose of the study should briefly and succinctly describe the focus and intentions of the research. All previous writing funnels to this specific statement of the purpose, and all subsequent chapters support and describe efforts to implement a design and interpret findings related to this specific purpose. The purpose statement drives the study and should clearly illuminate the goals and intent of the research. Do not include extraneous information in this section.
Identifying to the reader the significance of the problem.
Serves as an introduction for the research proposal.
Tells the reader the overarching goal of the study.
Include words that introduced the major focus of your study (purpose, intent, objective)
Identify the independent and dependent variable.
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Research Questions
After reading the research questions and hypotheses (if applicable), the reader should understand what is being asked or explored by the researcher and see the link between the questions/hypotheses/problem statements and the statement of the purpose.
Once a general understanding of the different types of research methods is formed it will allow the writer to create a research questions specific to the methodology dictated by the problem.
Series of time-oriented questions to help write a research question:
Past: What is already known about the problem area
Present: What specific questions do I want to answer about the problem area by conducting my research study?
Future: what research is being called for in the problem area?
Characteristic to be met for the research question:
The research question is derived from the purpose statement
The research question is clear and focused
The research question adheres to the same criteria as that of the problem statement.
Conceptual Framework
Conceptual framework is bound by its own assumptions, limitations, and delimitations. Consequently, the student should include a discussion of issues critical to the study, based on methodological criteria, and the unique circumstances of the data-gathering event, with appropriate sources cited and referenced.
Frameworks provide a map for a study, providing a rationale for the development of the research questions or research hypothesis.
Conceptual framework brings cohesions linking the research questions and providing intellect for data analysis and research findings.
Conceptual framework shows the variables concepts and relationships that guide the study.
Identifying and explaining your variables and how you will find research that influences both the independent and dependent variable.
Used to illustrated cause and effect relationships identifying other variables such as moderating variables which alter the effect that an independent variable has on a dependent variable.
Assumptions
Assumptions refer to the characteristics inherent in the choice of design that guide everything from the choice of participants to interpretation of the data. Qualitative studies should discuss the value of a constructivist approach to understanding a phenomenon and the implications inherent in that choice, providing a clear rationale for the student’s methodological choice(s). A mixed methods study should include both. Applied research with applications or interventions should include a detailed rationale for the study and method.
Refer to everything that is related to the research but is out of your control.
All assumptions must be “probably” true, or the study cannot progress.
Assumptions and limitations affect the inferences you can draw from your study.
Limitations and assumptions should not contradict each other.
Bias
Bias can be a limitation in a study; bias can enter intentionally or accidentally. Bias in a research study is anything that prejudices or influences a research study; any deviation from the truth in a study creates bias.
Researcher Bias: Researcher’s perspective influences results of the study. This can develop through any stage
This can create a subjective view, affecting how other professionals use the data to market, create policies, and engage
Different types of bias:
Leading questions bias: Researcher frames questions in order to elicit a specific response. Responder’s answer would reflect that assumption rather than their own perspective
Design and Selection Bias: Initial planning stage of study, researcher chooses data collection and sampling methods that omit important information. Ex: Sending out surveys to only public universities (this limits the study to one type of group)
Cultural Bias: Researcher prioritizes values and standards of their own culture, when evaluating people from a different community. People use own perspectives to influence others. Research process needs learning from different perspectives not just one.
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Bias
How to avoid research bias: Create a research plan (Be aware of bias and use different perspectives, don’t limit your study), Evaluate your hypothesis (Examine assumptions and different outcomes, be aware of where bias can enter), Ask questions (When doing interviews or surveys, frame questions appropriately and ask specific questions relating to your study, without bias), Review research with outside sources (Different perspectives can help you make changes or re-evaluate your research).
Limitations
Limitations refer to the challenges or flaws inherent to the research study, over which the researcher generally has no control. For qualitative studies, the discussion should include credibility, rigor, representativeness, and alignment with the constructivist view. Mixed methods studies should address both.
Transparency is key principle in presenting limitations, inside of hiding them, the student should identify them and present them
Discuss pros and cons of research design decisions, no study is perfect, it is more impressive to be knowledgeable and admit what the limitations are
4 Steps in approaching limitations:
1. Describe possible limitations
2. Describe possible impact of limitations on the study
3. Discuss alternatives and why they were not chosen
4. Describe methods you chose to minimize the impact of the limitations
Delimitations
Delimitations refer to challenges or flaws that are induced or produced by the circumstances specific to the student’s research. The description should address how the study will be narrowed in scope and should discuss the rationale regarding why some things will or will not be done. The focus should be on the conditions and circumstances that the reader would expect to be present but were not.
Characteristics that arise from the limitations in the scope of the study
Result from specific decisions by the researcher
Should directly show both what will and will NOT be researched, as well as the choice that was made to make the project more manageable
3 key points to improve utility of delimitations:
1. Design of research
2. Sampling frame
3. Conversations with your dissertation chair and committee
Delimitations should provide a road map for the entire research process, reflections should be made with constant adjustments
Show what the researcher performed to carry out the dissertation and their research process
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Definitions
Terms that may be unfamiliar to the reader or are technical or specific to the field or your topic should be defined. Additionally, terms that may be open to interpretation should be clearly defined as well as your independent and dependent variables. Definitions should be derived from scholarly sources and cited accordingly.
Student should provide short definitions of primary concepts discussed
If there are multiple meanings to terms, they should be defined as well
Common terms or ones that can be looked up do not need to be included
Citations should be included for all definitions
Significance of the Study
Chapter One should end with a description of the importance of the research. This section should describe potential effects of the study and the potential for bringing about change in existing practice. Additionally, it should explain the study’s potential for contributing to the existing theory and its potential application to other venues.
Determines who benefits from the study and how that specific audience will benefit from its findings
It should include what contribution your study will make to the specific field its written for
Explain why you chose the framework needed in relation to the importance of your study
Aligning your framework with your purpose, problem and significance is important for your audience and research
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References
A Thematic Analysis of the Structure of Delimitations in the Dissertation. (2022). International Journal of Doctoral Studies. Retrieved February 15, 2023, from http://ijds.org/Volume17/IJDSv17p141-159Coker7704.pdf
Draft your Significance of the Study. (n.d.). Navigating the Dissertation. http://dissertationedd.usc.edu/draft-your-significance-of-the-study.html
How to Present Limitations and Alternatives. (n.d.). Retrieved February 15, 2023, from https://people.umass.edu/lisact/textbook/Chapter13.pdf
Osanloo, A., & Grant, C. (2016). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house”. Administrative issues journal: connecting education, practice, and research, 4(2).
Peoples, K. (2020). How to write a phenomenological dissertation: A step-by-step guide (Vol. 56). Sage Publications.
https://www.indeed.com/career-advice/career-development/how-to-avoid-researcher-bias
References
Developing qualitative research questions: a reflective process. (n.d.). Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/09518390902736512
How to embed a conceptual or theoretical framework into a dissertation study design (rcni.com). (n.d.). Bing. https://www.bing.com/search?q=How+to+embed+a+conceptual+or+theoretical+framework+into+a+dissertation+study+design+(rcni.com)
P. (2021, May 3). Stating the Obvious: Writing Assumptions, Limitations, and Delimitations. PhDStudent. https://www.phdstudent.com/thesis-and-dissertation-survival/research-design/stating-the-obvious-writing-assumptions-limitations-and-delimitations
Swaen, B. (2022, November 15). What Is a Conceptual Framework? | Tips & Examples. Scribbr. https://www.scribbr.com/methodology/conceptual-framework/
Writing a Proposal for Your Dissertation. (n.d.). Google Books. https://books.google.nl/books/about/Writing_a_Proposal_for_Your_Dissertation.html?id=blauCgAAQBAJ&redir_esc=y