Research goals

hypotheses
variables and constructs

Prepared by Dr. Florencia Carlino

• Research goal/s

• Hypotheses

• Variables and constructs

The research goal

Your research goal is like the compass of the research

proposals. It gives the project the proper direction.

The goal is where the researcher wants to go with their

research. What they aim at doing with the data they are
going to gather, analyze, and interpret.
The research goal (cont’d)

Researchers do research with different purposes in mind.

For example:

• to discover
• identify
• to explore
• to describe All these verbs can be used
in the formulation of your
• to explain research goal depending on
• to interpret what you want to study.
• to evaluate
• to empower
• to compare
• to contrast
• to understand
What verbs to use in the formulation of the goal ?
The chosen verb to communicate your goals depend on:
• The type of knowledge you aim to produce
• The type of data you will collect and analyze
• The general epistemological and methodological approach that is translated into the type of research design
(exploratory, explanatory, descriptive, interpretive, evaluative).

To describe is a verb that must be used in quantitative research when the study aims to measure only one variable.

To explain in quantitative and experimental research means to check if 2 variables are correlated (cause – consequence).

To empower is a term used in critical approaches, participatory-research and action-research, when the participants of the
research are not only information providers but also make the key decisions that orient the direction of the research.

To explore is a term used in qualitative approaches to refer to the act of getting familiar with the main aspects of an
under-researched problem.

To discover is a term that can be used in grounded theory, qualitative approach that consist of generating theoretical
themes from the gathered data.

To seek to understand is an expression that can be used in ethnographic or exploratory studies. There is a qualitative
intention attached to this expression.
Alignment between the research goal and
the research question
The research goal can be introduced with the right verb in its infinitive form (“to do”
something) within a grammatically complete and correct statement that identifies the
question the researcher will try to answer through their research.

If the research question is: The research goal should be:

What are the pros and cons of To explore the pros and cons
standardized tests in the EFL of standardized tests in the
classroom? EFL classroom.
 Formulation of the goal

Verb in the infinitive

To explore the pros and cons of standardized tests in the EFL classroom

Research question embedded in the research goal

The hypothesis: a definition
• It is a tentative and testable statement or proposition that suggests a
possible explanation for a phenomenon under investigation.

• It is an anticipated answer to my research question that needs to be tested.

• It is a logical prediction about the outcomes of my research.

• It is an educated guess/conjecture about what I am going to find as a result

of my research.

Watch out spelling: “Hypothesis” is singular and “hypotheses” is plural

Hypothesis in qualitative studies
Qualitative studies usually don’t address hypotheses.
 These studies are geared towards the deep exploration and the deeper meaning
of the observed phenomena.
 Therefore, the researcher is open to find a myriad of different things, but
hypotheses may encapsulate their search.
 In lieu of hypotheses, in qualitative studies, it is recommended to break down the
general question into a variety (4-6) of subquestions that elicit how you unmask
your own assumptions, premises, biases, and expectations about the central
concept.

• Putting those ideas “on the table” (through questions) will help you to
have epistemological vigilance/awareness/transparency.
Hypothesis in quantitative studies
Quantitative studies are supported on hypotheses. For example, in
experimental research.

Each hypothesis has 2 or more variables and states what type of

relationship there is between them.

Example: Regular exercise helps to lower the insulin.

variable 1 type of relationship variable 2
Tips to formulate a hypothesis in quantitative
approach
• Keep one single statement per hypothesis.
• Each hypothesis needs to be a declarative statement.
• Use unambiguous and univocal words to refer to the variables of your
hypotheses.
• Be consistent with how you name the concepts or variables you are
planning to investigate. Make sure you consistently use the same terms
in the research problem, research question, research goal and
hypothesis:
• It is not the time to be creative and to use synonyms.
• It is OK to sound redundant. If you change the way you coin your terms, you
may accidentally change the concept altogether.
• You’d better be repetitive than ambiguous or confusing.
Types of hypotheses

• Null hypothesis
• Alternative hypothesis
• A-priori hypothesis
• Directional hypothesis
• Non-Directional hypothesis
• Simple hypothesis
• Complex hypothesis
 Types of Definition
hypotheses

Null Hypothesis It states that there is no significant relationship between the variables being studied.

Example: Students can succeed in and Ontarian college irrespectively of their

country of origin.

Alternative It proposes that there is a relationship between the variables under study.
Hypothesis
Example: Students who did their high school in countries whose official language is
English tend to be more successful in an Ontarian college than students who did
their high school in other countries.

A-priori It refers to the hypothesis formulated before the study has started. In Latin, “a priori”
Hypothesis means before or prior.

Example: any of the above examples, provided they are formulated at the inception
of the study.
 Types of Definition
hypotheses
Simple It predicts the relationship between two variables.
Hypothesis:
Example: Adolescent’s frequent exposure to social media during the day shorten their
sleeping cycle at night.
Complex They predict relationships involving more than two variables. It can be used to test multiple
Hypothesis: aspects or interactions within a study.

Example: Adolescent’s frequent exposure to social media during the day increases their
anxiety level and shorten their sleeping cycle at night.

Directional This hypothesis predicts the direction of an effect. For example, it might state that a
Hypothesis particular variable will have a positive or negative effect on another variable.

Example: Ingesting ginger regularly reduces joint inflammation in older adults with
arthritis.

Non-Directional A non-directional hypothesis simply states that there will be an effect or difference
Hypothesis between variables but does not specify the direction of that effect.
Example: Ingesting red meet and joint inflammation are related in older adults with
arthritis.
Variables: a definition
• It is a characteristic of the research object under study that has 2 or
more values.
• That characteristic varies or assumes different values; it is not always
the same. That is why it is called “variable”.

• Examples: age, gender, level of education, country of origin, religion,

height, weight, age.
 Constructs
• The examples of variables given before are well-known and recognized in all cultures. We
can say that those variables are universal.

• But sometimes researchers are interesting in measuring particular concepts that need a
specific definition because:
• they are not so univocal as the variables such as age, maximum level of education, etc.;
• There are multiple ways define them and measure them.

Those concepts are called constructs. They require a definition as well as a system to
measure them.

Example: the concept of malnutrition.

Is malnutrition the result of overeating? Is malnutrition the result of undereating? Is
malnutrition the result of eating the wrong food? How to measure it? What indicators do I
need to consider to measure it?
Types of variables
• Independent
• Dependent
• Moderating
• Mediating
 Types of Definition
variables

Independent The variable that affects or impacts the dependent variable.

(IV)
Example: Junk food ingestion increase blood sugar, cholesterol
and blood pressure levels
Independent variable: junk food ingestion
Dependent The variable that is affected by the independent variable.
(DV)
Example: Junk food ingestion increase blood sugar.
Dependent variable: blood sugar.
 Types of Definition
variables
Moderating A variable that moderates or attenuates the effect of the IV on the DV.

Example: Children who comes from low-income families but have received maternal
warmth don’t face so many social problems when they are in their teen years.

Independent variable: low-income family during childhood years

Moderating variable: maternal warmth during childhood years
Dependent variable: social problems during teen years

Mediating A variable that helps to explain why the IV affects the DV.

Example: High exposure to social media during the day elevates adolescents’ anxiety
level which, in turn, produces insomnia at night.

Independent variable: Exposure to social media during the day.

Mediating variable: anxiety level
Dependent variable: insomnia at night.
 Alignment
Research question-research goal-hypothesis
research question hypotheses
research goal
(inferential variables)
Does mother’s To explain if mother Null hypothesis: Mother’s language has
no significant correlation with EFL
language relate with language relates with standardized test results.
EFL standardized standardized tests in
tests results? the EFL classroom. Alternative Hypothesis: Mother’s
language has significant correlation with
EFL standardized test results.

Variable 1: Mother’s language

Quantitative approach
Variable 2: standardized tests results
 Alignment
Research question-research goal-hypothesis
research question hypotheses
research goal
(descriptive variables)
How long does the To describe how long The “silent period” of beginner EFL
university learners lasts 3-4 weeks.
“silent period” of the “silent period” of
beginner EFL beginner EFL university
university learners learners lasts.
last?
Variable 1: “silent period” of beginner EFL university
learners
Quantitative approach
One variable
References
Creswell, J. W. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th
ed.). Sage Publications, Inc., Chapter 7.
https://www.sagepub.com/sites/default/files/upm-binaries/22782_Chapter_7.pdf

Leedy, P. & Omrod, J.E. (2019). Practical Research. Planning & Design. Pearson. 11th Global Edition.
https://pce-fet.com/common/library/books/51/2590_%5BPaul_D._Leedy,_Jeanne_Ellis_Ormrod%5D_Practi
cal_Res(b-ok.org).pdf

McCombes, S. (2023, May 31). How to Write a Strong Hypothesis | Steps & Examples. Scribbr.
Retrieved August 9, 2023, from https://www.scribbr.com/methodology/hypothesis/

Sirvent, M. T. (2006). El Proceso de Investigación. Investigación y Estadística I. Buenos Aires: Cuadernos de la

Oficina de Publicaciones de la Facultad de Filosofía y Letras (OPFYL).
https://iidesju.net/wordpress/wp-content/uploads/2021/10/Sirvent_El_proceso_de_investigacion-3.pdf