Lecture 7 - Research Conceptualization.pptx

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1. Research Conceptualization and Operationalization Dr. Irfan Ahmad Rana Assistant Professor Department of Urban and Regional Planning, National University of Sciences and Technology URP-803 : Planning Research Methods

2. Choosing Research Topic 2

3. Classroom School Community Own teaching experiences Class discussions Seminars Workshops/paper presentations Where do you see problems that may ignite your mind to think about research? 3

4. Internet Out-of-class exchanges of ideas with fellow students and professors Reading assignments Consultation with… Course instructor; Advisor; Major Professor; Faculty member Where do you see problems that may ignite your mind to think about research? 4

5. Personal values/curiosity/challenge Work experience Everyday life/media Hot/fashionable Body of knowledge/academic interest Solving problems Donor-driven issues Ways to Choose a Research Topic 5

6. Is the problem/topic significant enough? Is it feasible (practical/possible for me to do it)? Is it free of unknown hazards/dangers ? Is it clear (unambiguous)? Answer the following preliminary questions… 6

7. Narrowing the focus (Scope) Population (Target) Situation (time, condition, subject availability, researcher’s readiness, resources available, etc.) Measurements Issue(s) dealt with? Setting the scope of the problem (“ this is my line…I won’t go beyond it…”) Actively involve yourself (and other experts) in NARROWING & REFINEMENT of the problem 7

8. Techniques for narrowing a topic: Examine the literature. You can repeat a previous study, explore unexpected findings from previous studies. Follow author suggestions for future research, extend a theory to a new topic. Talk over ideas with others. Apply research to a specific demographic group. Define the aim or desired outcome of the study.

9. There are times when it is appropriate to replicate (repeat) a study to verify its conclusions or to extend the validity of its findings to a different situation or population ………. Should we replicate?... 9

10. Interesting – keeps the researcher interested in it throughout the research process Researchable – can be investigated through the collection and analysis of data Significant – contributes to the improvement and understanding of educational theory and practice Manageable – fits the level of researcher’s level of research skills, needed resources, and time restrictions Ethical – does not embarrass or harm participants Characteristics of good topics 10

11. Conceptual Framework 11

12. What do we mean by concept? Concepts are constructs; they represent the agreed-upon meanings we assign to terms . Our concepts don’t exist in the real world , so they cannot be measured directly. Can measure the things our concepts summarize.

13. Conceptualization is the process of specifying what we mean by a term. A clear, verbal specification of your variable (concept) so that others know what it is and can place cognitive borders around it. Conceptualization 13

14. Sustainability? Absolute Poverty? Corruption? Social Status? Risk? Poverty? What do we mean by concept?

15. Conceptualization is a process for taking concept and refining it by giving a conceptual and theoretical definition and explanation, which may be either in abstract or concrete terms or both. Conceptualization 15

16. Concept: “Idea or plan that takes shape in one’s mind” Framework: “Pull together; shape/build up or form a plan” A conceptual framework is “to build up the way of thoughts in perspective”. Conceptual Framework 16

17. A conceptual framework specifies the variables of interest and the expected relationship among them. The framework may be relatively straightforward or complex, which depends on the identification of research problem or issue. The development of a conceptual framework is a mechanism to refine the focus of the study and it can be used as a vehicle to explain the research study. Conceptual Framework 17

18. What do we mean by conceptualization? Conceptualization is the process of specifying what we mean when we use particular terms. In research, conceptualization produces an agreed upon meaning for a concept for the purposes of research. Different researchers may conceptualize a concept slightly differently. The end product of conceptualization is the specification of a set of indicators and dimensions of what we have in mind, indicating the presence or absence of the concept .

19. What are dimensions and indicators? Dimensions We classify different meanings into different groups. Such groups are called "dimensions." A concept may have more than one dimension At a practical level, we are usually more interested in dimensions than in concepts (which are more abstract, vague).

20. What are dimensions and indicators? Indicators When a dimension is not directly observable, we use indicators. Indicators are identified to mark the presence or absence of a concept .

21. Provide knowledge and understanding of social phenomena by explaining it through theories and/or concepts; Show boundaries or conceptual limits of theories and concepts applied in the study; and Present the direction of the relations among factors and/or variables for hypothesis testing. Why do we need the conceptual framework? 21

22. Theories and concepts; and Theories start out as ideas, which may be explored scientifically, which should be characterized by logical consistency, interrelatedness, exhaustiveness and prospect to empirical scrutiny. Literature review The literature review will enable a researcher to have better understanding and knowledge on the study subjects, key concepts and theories and the relationship between factors and variables used in various studies both from theoretical and empirical perspective. How can we construct the conceptual framework? 22

23. From Chambers' Concept From Sustainable Livelihood Concept Poverty of rural people is caused by several social, economic and institutional factors”. “ What is/are key factor (s) to be considered in this research? Concept of Poverty 23

24. In this research: Social Factors: Education Level, Health Condition Economic Factors: Farm Size, Job Opportunities and Agricultural Production Institutional Factors: Accessibility and Isolation from Local Groups, Concept of Poverty 24

25. Poverty Social Aspects Institutional Aspects Economic Aspects Education Health Farm Size Job Opportunities Agricultural Production Accessibility People’s Participation Conceptual Framework 25

26. Research Operationalization 26

27. Operationalization is a process of developing an operational definition of the theory/ concept or hypothesis into variable(s) that can be measurable in concrete terms. It is a process to transform “abstract” into “concrete” in research. Operationalization: Definition 27

28. Abstract Construction to Concrete Measurement D ependent Variable (s) Independent Variable (s) Hypothetical Causal R e l a t i on s h i p Conceptualization Conceptualization Theory Operationalization Operationalization Operation/Empirical Tested Empirical Hypothesis Abstract C o n s t r u c ti o n Abstract C on s t r u c t i o n C o n c e p t u al Definition C o n c e p t u a l Definition Indicator(s) or Measurement Indicator(s) or Measurement 28

29. There are two levels to be considered in the operationalization: 1 . Conceptual Level: the causal relationship in the theory and/or concept (conceptual relationship); Operationalization: Levels 29 Conceptual Relationship (CR) Hypothesis Formulation (HF)

30. 2. Operational level: the degree of association between them through empirical investigation (testing) Operational Level (OL): the measurement of indicators/variables to identify the (actual) empirical relationship (ER) Operationalization: Levels 30 Conceptual Relationship (CR) Empirical Relationship (ER) ( T es t i ng )

31. Conceptual and Empirical Relationship D e p e n d e n t Variable I n d e p e n d e n t Variables a b 1 Empirical Association (?) b 2 b 3 31

32. III. Research Process - Steps and Steps in Research Process Conceptualization 6

33. Research Process

34. From conceptualization the researcher creates a nominal definition to identify the focus of the study. An operational definition is created to defined the procedures or steps used in measuring a concept. From Conceptualization to Operationalization

35. Operationalization or operational definition consists of the development of a measuring instrument by means of which it is possible to obtain accurate data about specific phenomena . Operationalization

36. Framing Problem Statement Research Questions and Objectives 36

37. The Research Question The foundation of the research process It all begins with a question

38. What is your area of interest ? Where could you look for help in deciding upon a specific research problem? What criteria will you apply when deciding upon a specific research problem? How could you narrow down your research problem? How might your value-judgments (preconceived ideas) affect your research endeavors? Your research problem 38

39. Practical critical development problems Sources of problem people, community, policy/program/project and social phenomena (i.e., changes of situations). Realization of existing needs and the necessity of change for the better (efficiency and effectiveness) situation. Feasibility for searching solutions to the problem identified. Problem Statement 39

40. Problem Statements “The problem of this study was to …” “This study was concerned with …” “This study is designed to …” “The purpose of this investigation is to …”

41. Educational Research 2e : Creswell A research problem is an educational issue or concern that an investigator presents and justifies in a research study.

42. This study was designed to determine the relationship between stability performance and physical growth characteristics of preschool children. The present study was designed to identify those characteristics which differentiate between students who binge Netflix and those that do not. Sample Problem Statements

43. Why are research questions important? “Well-crafted questions guide the systematic planning of research. Formulating your questions precisely enables you to design a study with a good chance of answering them.” -- Light, Singer, Willett, By Design (1990)

44. Why did the chicken cross the road? (The question does not address which chicken or which road.) Preparing questions 44

45. How many chickens crossed Kashmir Highway, G-11 Crossing, on February 17 th , 2020?. This question could be answered in one sentence and does not leave room for analysis Preparing questions 45

46. What are some of the environmental factors that occurred, G-11 Crossing between January and February 2020 that would cause chickens to cross in Kashmir Highway? Preparing questions 46

47. Establishes importance of topic Creates reader interest Focuses reader’s attention on how study will add to literature Why is the Research Problem Important? Educational Research 2e: Creswell

48. Define or measure a specific fact or gather facts about a specific phenomenon. Match facts and theory Evaluate and compare two theories, models, or hypotheses. Prove that a certain method is more effective than other methods. Checklist of Potential Research Questions 48

49. Cause Question: Why did this action/event happen? Effect of Relationship Question: What effect* did this action/event have on that action/event? Comparison Question: How are two things/events similar or different? Types of Research Questions 49 Adapted from Concepts: Types of Research Questions. Thinkertools , University of California at Berkeley, 2002

50. Determine All Factors Question: What are all the factors that affect something? Characterize Processes Question: How does something happen? What processes make something happen? Determine Successful/Effective Strategies Question: What are the best strategies for accomplishing something? Types of Research Questions 50 Adapted from Concepts: Types of Research Questions. Thinkertools , University of California at Berkeley, 2002

51. Function or Purpose Question: What is the function or purpose of something? Ways to Achieve Purpose Question: How can something be done or achieved? Identify Types Question: What are all the different types of something? Types of Research Questions 51

52. Properties/Characteristics Question: What are the characteristics of something? Stages Question: What are the stages that something goes through? Structural Question: How are the parts of something interrelated? Types of Research Questions 52

53. Descriptive : To what extent the Pakistani people vote for Party A and/or Party B candidates in the next national election? Relational: What is a relation between education (male and female voters) and voting preference between Party A and/or Party B in the next national election? Causal: How the political advertising campaigns increase number of votes of both candidates from Party A and/or Party B? Why? Research Questions 53

54. Research question vs. Hypothesis A research question is similar to a hypothesis, except that a hypothesis presents an expectation about the way two or more variables are related, but a research question does not

55. Develop research questions/objectives for your topic Show your classmates Refine research questions Submit Exercise 55

56. Topic: People’s Participation in a Development Project. Research Questions: How people’s participation is organized in a development project? How is people’s participation effective in a project? Why? Research Questions and Objectives 56

57. Coordination Schema

58. “A coordination schema is a plan to facilitate the establishing of linkages between each topic under research and its lowest-order measurement” . (Weber and Tiwari, 1992) Definition 58

59. Parameters Complex Variables Simple Variables Values Components of Coordination Schema 59

60. A complex variable represents a group of closely interrelated variables . Its relevance lies in the organization and systematization of a research design. A simple variable is the real unit which a researcher uses for diagnosis, analysis, prognosis and interpretation. Complex and Simple Variables 60

61. Concept of Variables A variable is a characteristic, trait, or attribute of a person or thing that can be classified or measured Attitude Gender Heart rate Hair color Variable - the condition or characteristic which in a given study may have more than one value

62. Poverty Economic - Income - Land holding Agriculture (rice, corn, mango) Non-agriculture (trading, wage labor) Homestead/Farm land orchard, fish pond in PKR in hectare Social - Education - Health Education level Frequency of visiting Doctor/heath center Type of health service received Primary, secondary, high school Number Statement Institutional - Organization No. of membership in organizations Length of participation Level of satisfaction Number Year/month Satisfied, moderate, dissatisfied Parameter Complex Variable Simple Variable Value

63. Classification of Variables Quantitative – measured numerically Discrete Continuous Qualitative – categorical in nature

64. Independent Variable A variable that is presumed to influence another variable; the variable under study or the one that the researcher manipulates Two types Active – variable is actually manipulated Attribute – cannot be manipulated because it is preexisting trait; sometimes called a “categorical” variable (e.g., race, gender)

65. Dependent Variable The variable that is expected to change as a result of the manipulation of the independent variable; that which is measured in a study

66. determining the scope of research; ensuring coherence and consistency ; eliminating redundancy and avoiding gaps ; providing perspective for specific research design designing data collection tools (survey format, checklists for observation and interviews); drafting data processing and analysis guidelines ; and Specifying type of expected findings . Usefulness of Coordination Schema in Research 66