Purpose Statement & RQ's/Hypotheses
Written by Dr. Shawna Richardson and Dr. Ed Harris
After constructing rationale for your study, the next phase of your proposal is a three step process that includes:
Writing the purpose statement
Writing the research questions
Aligning all the sections that you have thus far completed
Your purpose statement and research questions/hypotheses do not change at all throughout your entire dissertation. Use the exact same purpose statement and research questions/hypotheses throughout your dissertation, including your abstract.
While the problem statement explains “why” your study is important, the purpose statement indicates “what” your study will accomplish. In the speculative proposition of your problem statement, you speculate or make a very informed supposition regarding possible ways to address the conflict, anomaly, or knowledge/research gap. In the purpose statement, be specific about how you will address a precise issue in this speculation. The statement is formulated in a way that assures the reader that the objectives and goals can be obtained through conducting a research study.
In addition to stating the objective of the research, the purpose statement also informs the reader of the research approach and design, population under investigation, the setting, mentions theory or theoretical framework, and includes the phenomena or variables being studied. A purpose statement is extremely succinct, direct and usually no more than one or two sentences. After setting up the background and problem in your study, the purpose statement describes the ultimate aim of your study and what your study intends to accomplish.
Elements of a QUANTITATIVE Purpose Statement
A quantitative purpose statement should identify the variables, their relationships, the research approach/design, the theory, the participants in the study, and the research site/setting.
The following guidelines are suggested for a quantitative purpose statement:
Use one or no more than two sentences. You will encounter longer purpose statements, but we prefer shorter, carefully crafted statements that are free from contradiction, jargon, anthropomorphisms, and clichés.
Use indicating wording, such as “the purpose of this quantitative correlational study is to…..”
Use quantitative verbiage, such as relationship, correlate, and compare to designate what you plan to do with the variables.
Identify the theory, conceptual framework, or model in this statement.
The independent variable should be the first variable in the sentence.
The dependent variable should be the second variable in the sentence.
If you have a control, or mediating variable, it is good to place that as the third place in the sentence.
Include the research site.
Include the participants.
Examples of Quantitative Purpose Statements
Dobbins (2016)
The purpose of this [quantitative correlational] study is to understand the formation of teacher grit by investigating the relationship between teacher grit and teacher self-efficacy. [This study] also examined whether there is a difference in teacher grit and self-efficacy based on the number of years a teacher has taught as well as whether teacher grit and teacher self-efficacy has an influence on student outcomes.
Holter (2015)
The purpose of this [quantitative multiple regression] study was to examine principal leadership behaviors (transformational, transactional, and servant leader behaviors) that lead to enhanced faculty trust. This study explored the relationship between principal leadership behavior and collective faculty trust…to gain a better understanding of whether leadership behavior can influence different levels of trust.
Elements of a QUALITATIVE Purpose Statement
A qualitative purpose statement should contain information about the central phenomenon explored in the study, the research approach and design, study participants, and research site/setting.
The following guidelines are suggested for a qualitative purpose statement:
Use a single sentence, possibly two.
Use indicating wording, such as "the purpose of this qualitative case study is to [describe, explore, explain]...."
Use qualitative verbiage, such as interrelationship, explore, explain, and describe, to designate what you plan to do.
Use neutral wording.
Include the study participants.
Include the research site/setting.
Examples of Qualitative Purpose Statements
Acharya (2015)
Using [National Staff Development Council] standards for staff development as a lens, the purpose of this [qualitative case] study is to explain the role of principal leadership for professional growth of teachers in the professional development process in selected schools.
Raleigh (2017)
The purpose of this [qualitative case] study is to describe [through the lens of Grid and Group Theory] how school culture shapes and is shaped by the implementation of a character education curriculum, The Leader in Me, in two selected middle schools.
Prior to writing the research questions, the problem statement has been clearly identified, the WHY, and a clear purpose has provided direction and focus to the study, the WHAT, so now, the research questions posed will provide answers that will determine HOW the purpose of the study will be accomplished. The research questions should make it clear to the reader what to expect in terms of new information to be gained from the study. Also, the questions posed must be answerable! For example, can you provide a definitive response to the following questions?
What is the best way to teach U.S. History?
Should moral education be taught in schools?
Answering either of these two questions elicits an opinionated response. These questions could be revised to the following,
Does teaching students through the use of primary documents increase study test scores on exams?
What are parents' perceptions regarding teaching moral education in schools?
These questions have now been transformed into answerable research questions that warrant an investigation into the topic. Specific data can be collected and analyzed based on the second set of research questions.
WARNING: Common Pitfall
Beginning researchers often confuse the distinction between the research questions and the interview or survey questions. We will discuss interview/survey questions in the chapter 3 section of this Google Site, but for now, it is important to know that the research and interview/survey questions serve completely different purposes. Interview/survey questions deal with what the participants in your study will answer during the study. Your research questions deal with what you, the researcher, will ultimately answer after the data analysis stage of the study. Research questions also serve to narrow the purpose of the study as well guide and provide parameters for the researcher.
Elements of Quantitative Research Questions
In quantitative research, there are both questions and hypotheses. Generally, quantitative research questions seeks to determine if a relationship exists among variables, and hypotheses are predictions the researcher makes about the potential relationship and expected outcomes among variables.
In creating a well-structured quantitative research question, we recommend choosing the type of quantitative research question you are trying to create: comparative, relationship-based, or descriptive. Then, it is important to identify the different types of variables you are trying to measure, manipulate, and/or control.
Descriptive
A descriptive quantitative research question describes responses to the independent, mediating, or dependent variable. Often, descriptive research questions focus on one variable and one group under study, and are intended to gather more information. For example, a research question could be, “How do high school seniors rate on the math section of the ACT?" The variable is the score on the math section of the ACT, and the group is high school seniors. The answer, or response, to this question will target collecting information that describes the student scores on the math section of the ACT.
Comparative
A comparative quantitative research question compares groups on an independent variable to determine the impact of the independent variable on the dependent variable (Creswell, 2014). For example, the following question is a comparative research question, “Do female students rate higher on the math section of an ACT than male students?” The two independent variables are the female students and the male students. The dependent variable, or what is being measured, is the math score on a section of the ACT. In this question, the scores of the female students are being compared to the male students. Both independent variables are being measured against the same dependent variable to determine how they compare in reference to each other.
Relationship-based
A relationship-based quantitative research question relates independent variable(s) to a dependent variable (Creswell, 2014) in more of a correlational fashion, and identifies a group that is under investigation. The following question is a relationship-based research question, “What is the relationship between high school math course GPA and scores on the math section of the ACT among high school seniors?” The independent variable is the student’s GPA, and the dependent variable is the student’s score on the math portion of the ACT. The group that has been identified in this study is high school seniors. This research question is posed to determine if a relationship exists among high school math GPA and performance on the math section on the ACT.
Examples of Quantitative Research Questions
Positioning your variables in a specific order will help the reader easily identify the variables under study. The independent variable should be posed first, followed by the dependent variable. In the following examples, notice the word patterns that make it easier to identify the variables in the study.
o Does teacher involvement within the school relate to improved teacher retention rates?
o Does participation in professional development activities relate to improved teacher retention rates?
o Does the quality of teacher preparation programs relate to improved teacher retention rates?
All of these questions are seeking to determine various factors that could relate to improved teacher retention rates. With the questions posed in the same order each time, it is easy to identify the independent variables written in bold font, and the dependent variables written in italicized font.
Example of quantitative research questions and hypotheses taken from Dobbins' (2016) dissertation:
Research Questions
Is there a relationship between teacher grit and teacher self-efficacy?
Are there differences in teacher grit by number of years taught?
Are there differences in teacher self-efficacy by number of years taught?
Do teacher grit and self-efficacy influence student outcomes?
Hypotheses
H1: There is a positive, statistically significant relationship between teacher grit and teacher self-efficacy.
H2: There is a statistically significant, positive relationship between teacher grit and number of years in the classroom.
H3: There is a statistically significant, positive relationship relationship between teacher self-efficacy and number of years taught.
H4: There are statistically significant differences across means of teacher grit and self-efficacy by student outcomes in reading and math.
Elements of Qualitative Research Questions
Qualitative research questions have one to two central/main research questions, followed by no more than five to seven subquestions. Most qualitative dissertations have a total of three to five research questions. Creswell (2014) explained that qualitative research questions should be broad “as to not limit the views of participants” (p. 139). Qualitative research questions should begin with “what” or “how” to convey an open and emerging design, along with the use of exploratory verbs such as explore, discover, and describe the experiences. At least one of the research questions should incorporate the theoretical framework selected for the study.
Guidelines for Writing Qualitative Research Questions
Use good qualitative wording for these questions:
Begins with words such as "how" or "what."
Tell the reader what you are attempting to "discover," "generate," "explore," "identify," or "describe."
Ask "what happened?" to help craft your description.
Ask “what was the meaning to people of what happened?” to understand your results.
Ask “what happened over time?” to explore the process.
Avoid words such as: relate, influence, impact, effect, and cause.
Examples of Qualitative Research Questions
Richardson's (2014) dissertation:
How are beginning teachers (years 1-3) supported in two selected middle schools?
How do cultural symbols support the educational practices of beginning teachers in the two middle schools?
What other realities exist in the study?
Morris' (2019) dissertation:
How do teachers describe the morale in this school?
From teacher perspectives, how do leadership practices influence teacher morale?
From teacher perspectives, how do leadership practices influence teacher decisions to remain in the profession and remain at this school?
How does Self-Determination Theory explain teacher morale and retention in this school?
Croft's (2017) dissertation:
How do parents whose children were formerly involved in this early childhood program describe their involvement efforts in their child's education?
How did involvement in this early childhood program, Head Start, influence parent choices for involvement?
What factors, during the child's progress in elementary school, have either helped or hindered parent involvement?
Example of a Qualitative Purpose Statement and Research Questions
Mania (2014) was interested in the district central office’s role in school improvement initiatives in response to high stakes testing mandates. She explained that the district central office is responsible for assisting schools as they work through school improvement efforts through a system-wide approach rather than a school by school basis. She explored the relationships and communication structures from the central office to various higher and lower performing schools in the district. Mania’s (2014) purpose statement is,
The purpose of this [qualitative case] study was to explore the relationships [through the lens of General Systems Theory] between the district central office and higher and lower performing elementary schools and to identify what, if any, influence these relationships have on the ability of schools to implement and sustain reform efforts to improve student outcomes. (p. 5)
This statement effectively and succinctly identifies the overall intent and objective of the study. She used indicating qualitative verbiage by saying the purpose of the study was to explore the relationships. She identified the research setting and two research sites, a higher performing elementary school and a lower performing elementary school. She used neutral wording when she said the purpose was to identify what, if any, influence the relationships had on the ability of the school to implement and sustain reform efforts. She is not making the assumption with this statement that the schools did have an influence on the relationships. Finally, it is clear through this statement exactly what she intends to study.
Mania's (2014) research questions are the following:
In terms of General Systems Theory, what types of relationships exist between the district central office and elementary schools in an urban school district?
What are the differences in the relationship, if any, between the district central office and higher performing and lower performing schools?
In what ways do the relationships between a school site and the district central office influence a school's ability to implement and sustain improvement efforts?
Mania's (2014) research questions focus on an experience or a phenomenon, relationships in a school district, and uses exploratory words and phrases such as what types, in what ways, and how. The research questions are broad and indicate that Mania is open to the information or perspectives that may be found in the process of research. The study is not limited to examining specific variables or influencing factors.
Example of a Quantitative Purpose Statement and Research Questions/Hypotheses
James (2014) was interested in the topic of the ACE (Achieving Classroom Excellence) initiative, and specifically the students who would not be graduating from high school due to receiving a failing score on the Algebra I End of Instruction exam. In order to ensure student success on that exam, he sought to determine if a relationship existed between a set of factors (variables) and the exam score. James’ (2014) purpose statement is,
The purpose of this [multiple regression quantitative analysis] study was to determine whether an individual student’s Oklahoma Algebra I EOI exam score can be predicted based on the student’s minutes of instruction per day, previous mathematical ability, and attendance rate. (p. 7)
The statement is direct, succinct and clearly shows that the objective of the study is to determine if a student’s exam score can be predicted based on a set of criteria. James (2014) included the independent variable and dependent variable; however, he listed the dependent variable first instead of the independent variable. This purpose statement could be strengthened by including the identification of the theory applied in the study. Overall, the statement is clear and easy to see the objective and aim of the study.
James (2014) included both quantitative research questions and hypotheses:
(R1) Does the number of minutes per year that a student spends in Algebra I instruction predict, to a statistically significant level, a student's score on the Algebra I EOI exam?
(Ho): Minutes of instruction received in Algebra I will not predict, to a statistically significant level, a student's score on the Algebra I EOI exam.
(H1): Minutes of instruction received in Algebra I will predict, to a statistically significant level, a students's score on the Algebra I EOI exam.
(R2) Does a student's prior mathematical ability predict, to a statistically significant level, a student's score on the Algebra I EOI exam?
(Ho): A student's prior mathematical ability, as determined by the results of a previous mathematics CRT test, will not predict, to a statistically significant level, a student's score on the Algebra I EOI exam.
(H2): A student's prior mathematical ability, as determined by the results of a previous mathematics CRT test, will predict, to a statistically significant level, a student's score on the Algebra I EOI exam.
(R3) Does a student's attendance rate predict, to a statistically significant level, a student's score on the Algebra I EOI exam?
(Ho): A student's attendance rate will not predict, to a statistically significant level, a student's score on the Algebra I EOI exam.
(H3): A student's attendance rate will predict, to a statistically significant level, a student's score on the Algebra I EOI exam.