1.3 Theory & Research Question

1.3: Theory & Research Question

 

OBJECTIVES:

  • Understanding how to narrow our research interests from a general topic to a testable hypothesis
  • Understanding what makes a good research question, theory, and hypothesis -- what things are necessary?

Topic:

 

Topics are short phrases

  • Succinct
  • Example(s):
    • The Politics of Charter School Policy in Florida
    • Legislative Behavior on the Jobs Bill
    • Judicial Decision-making on the Health Care Reform

 

Theory:

 

Don’t forget!  We are discussing deductive techniques and applying the scientific method to our research.  Social Science Research is both Theoretical and Empirical.

 

Theory:

 

  • A statement of explanation of events, behaviors or relationships which can be falsified
    • Assumes that relations and trends are not random, and that a logical explanation can be presented
    • Example:
      • Republicans will be more supportive of charter schools than Democrats, as these schools are the free-market approach to K-12 schooling.

 

Macro-Theory vs. Micro-Theory

 

Macro:

  • Explaining Broad trends at large level of analysis international, national or regional
    • Perhaps making use of aggregate data

Micro:

  • Explaining trends at a local or individual level of analysis such as households or individuals
    • Perhaps making use of surveys and questionnaires

 

 

 1.3_micro_macro.png

 

 

When choosing and testing theories:

 

  • not just looking to confirm,
    • also looking to falsify them
    • Falsifiable: It can be tested, and either supported or shown to be false with evidence
    • One question we should ask about any theory is: what evidence would falsify it
      • Can your research question be answered yes or no?
      • A test of a good theory is one that can be falsified

 

Avoid a tautology

 

Something that is true by definition

  • All bachelors are unmarried
  • Winning candidates get the most votes
  • People from Peaceful Cultures are non-violent

 

Three Functions of Theory

 

  1. Prevents “flukes”
  2. Make sense of observed patterns in ways that suggest other possibilities.
  3. Shapes and directs research efforts.

 

Some thoughts about Theories:

 

  • Not all theories will have nifty, catchy titles
  • Some just are, or have general notations
    • Example: The Gender Gap
    • Read the Literature carefully to determine

 

Putting Theory into words

 

“KISS” Method—Keep it Simple

Theory should be one direct sentence; in some cases two is necessary.

 

Research Questions:

 

From a general theory we create a research question.  It is often stated in the context of some theory that has been advanced to address the problem.  Typically, Theory can be re-written into RQ by adding a Question word at the beginning and a question mark at the end.

 

 

  • Clear and specific
  • Ask yourself can this question be realistically answered with the time and resources available.
  • Avoid hypothetical questions
    • Example: the Electoral College
      • We don’t have data to answer questions about what would happen if there were no electoral college
      • Research Question Example:
        • Are Republican legislators more supportive of charter school operation than Democrat legislators?

 

Understanding Differences in Research Questions:

 

 

 Description versus Explanation 

 

  • In this class you are not describing the occurrence or problem, you are explaining it.
  • Description is discussing general patterns and observations (maybe identifying patterns)
  • Explanation is an analysis designed to determine why an event or trend occurs

 

You are not saying what should be happening (or what you want to happen) you are saying what is happening.

 

Normative v Non-Normative

 

  • The difference between non-normative (IS) and normative (Should) questions and statements
  • Explaining what IS occurring as opposed to what SHOULD occur
    • The death penalty is a brutal punishment that does not work and should be abolished   
    • The death penalty does not deter violent crimes as it is intended to and does not achieve its underlying goal.    

 

The problem with value statements

  • Issue: death penalty as a deterrent for violent crime
    • Debate: Is the death penalty a necessary law? Does the death penalty deter violent crime?
    • Issue: the death penalty is wrong and should be abolished?
      • What is the debate?  Common Definitions?
      • Opinions are not “debatable” and beliefs are not the same as facts

 

Relational Questions not Informational Questions

 

  • Informational questions describe the variation of a single concept/variable.
  • Relational Questions are clear questions with a cause and effect: 
  • Independent Variables and dependent variables.

 

Example(s):

 

Q1) Are Americans more liberal than conservative in 2007?

Q2) Are college educated Americans more liberal than Americans without a collage degree? 

 

Question 1 is informational. 

It only pertains to the variation of ideology (liberal or conservative). 

Question 2 is relational. 

The relation between level of education and ideology

 

 

Once you get a clear research question:

 

  • generate a hypothesis to answer the research question
  • test the actual theory

 

 1.3_theory_to_hypothesis.png