As you read in this weeks Introduction, a research problem is derived from what the scholarly community does not know and must be amenable to data collection and analysis. A common problem with research problems is that they claim no (or few) studies have examined a given social problem; that something is understudied within the population or phenomenon; or that there is a gap in existing literature. If you claim that the research problem is that there are no (or few) studiesthat a population or phenomenon is understudied or constitutes a gapthen, to be a bona fide research problem, the research must be about collecting data to discover why there are no (or few) studies, or why a population or phenomenon is understudied! In other words, a research problem cannot just be a claim; it must contain a specific implicit or explicit relationship or conjecturethe extent of difference in critical thinking skills between graduating seniors from high schools with a problem-based versus lecture-based curriculum, the classroom experiences that contribute to critical thinking. The research purpose logically derives from and mirrors the research problem and is often boilerplate (see page 119 in Creswell), for example: The purpose of this quantitative pre-experimental static group comparison study is to determine the extent of difference in critical thinking skill scores between graduating seniors from high schools with a problem-based versus lecture-based curriculum. The purpose of this qualitative case study is to identify classroom experiences that contribute to students critical thinking skills and to map the developmental range of these experiences across elementary grade levels. The research question must also logically derive from, and mirror both, the research problem and research purpose. For example: What is the extent of difference in critical thinking skill scores between graduating seniors from high schools with a problem-based versus lecture-based curriculum? What classroom experiences contribute to students critical thinking skills, and what are the developmental range of experiences across elementary levels? Common problems with research questions are framing them such that they have a yes or no answer such as Is ? or Do ? Avoid such framing and, instead, ask What ? In this Discussion, you will articulate and align a research problem, purpose, and question for a potential quantitative and qualitative study. Alignment of these elements is important. See the Examples of Aligned and Misaligned Scenarios document, which can be downloaded from the Week 1 Learning Resources area of the classroom. An Inferential Quantitative Scenario is Required In the quantitative scenario the research problem, research purpose, and research question must be inferential in nature, not merely descriptive. There are two broad types of inferences: (a) comparison between groups, and (b) relationship between variables. Comparison Between Groups. The scenario above about the extent of difference in critical thinking skill scores between graduating seniors from high schools with a problem-based versus lecture-based curriculum is an inferential comparison. Those from high schools with a problem-based curriculum form a distinct group, and those from high schools with a lecture-based curriculum form a second distinct group. The inference is that these two groups will have different critical thinking skill scores. By contrast, a scenario that asks: What is the average critical thinking skill score among high school seniors?, is merely descriptive and not an acceptable quantitative scenario. Other examples of unacceptable descriptive scenarios include: How many veterans are homeless? What is the average age of students at the University? How many first-generation college students drop out? What is the probability of dying from Covid-19? Relationship Between Variables. This type of inference has two basic forms: correlation and association. Correlation. In this type of relationship between variables one might ask: To what extent do critical thinking skill scores and science literacy scores predict the grade high school seniors earn in an algebra course? The inference is that those with higher critical thinking skill scores and higher science literacy scores will earn higher grades in algebra. By contrast, it would be merely descriptive to ask: What are the average critical thinking skill scores, science literacy scores, and algebra course grades among high school seniors? Association. In this type of relationship between variables one might ask: What is the association between gender (male or female) and political affiliation (republican, democrat, independent)? The inference is that the proportion of males and females will not be the same across the three categories of political affiliation. For example, males might be more likely to be republican than democrat. By contrast, it would be merely descriptive to ask: What proportion of males identify as republican, democrat, and independent? Please organize the paper using the following headings and according to the italicized instructions given for each element: Program of Study: Identify your specific program of study and, if applicable, your concentration area. Social Problem: Briefly describe the social problem or phenomenon of interest. Typically, this can be done in 3 or fewer sentences. Quantitative Research Problem: Complete the following sentence: The scholarly community does not know Quantitative Research Purpose: Typically, this is a 1-sentence statement addressed by completing the following sentence: The purpose of this quantitative study is Quantitative Research Question:
