DR. CHARLES KELLY
STEPS IN SOCIAL SCIENTIFIC RESEARCH DESIGN
In drafting your research design proposal you should try to apply the model of social scientific research. The
major steps in social scientific research includes the following:
I.
Identification of a particular problem
a. Your topic should be a social problem that you are trying to explain, e.g., juvenile
delinquency. Tell the reader why this topic is important.
b. Importance is determined by the number of people affected by the problem, and the
cost of the problem to society. The cost may be measured by money, by people, or
by resources.
c. Cite statistics or expert opinion regarding the importance of the problem (you must do
a literature review in the Library).
II.
Hypotheses development
a. State your hypothesis.
b Identify your independent, control and dependent variables.
c What is the origins or justification of the hypothesis (you must do a literature review
in the Library and summarize research relating your hypothesis’ variables).
III.
Conceptualization
a. Define the concepts stated in the hypotheses?
b. Relate them to other definitions (Literature Review)
c. Are your concepts consistent with general usage of the terms? (Literature Review)
IV.
Operationalization
a. How would you translate the concept definitions into operational indicators?
b. What empirical criteria would you employ to observe the presence, absence or
degree of your concepts (variables)?
c. What is your rationale for using these indicators/measures? (Literature Review)
d. What level of measurement (type of data) i.e., nominal, ordinal, interval or ration
are you using?
V.
Methods
a. Describe the methods you will employ in your research design (Literature Review).
b. Discuss the advantages and disadvantages to the methods in general (Literature
Review).
c. Discuss the population/universe that is the focus of your study, i.e., that group you
will make generalizations about.
d. Discuss how you selected your sample or the subjects for your study.
VI.
Analysis and Interpretation
a. What is the level of your analysis micro or macro?
b. Present your data in tabular, graphic and chart form.
c. Discuss how you regroup your data from nominal, ordinal, interval or ratio data.
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VII.
Conclusion
a. Discuss three reservations you have regarding your study, i.e., your method, your
sample, your measurements etc.
b. Assuming that your study is valid, what three recommendations would you make.
1st Assignment - Annotated Bibliography and Introduction
GUIDELINES TO EVALUATING FEEDBACK EXERCISES
Each assignment should be evaluated on the basis of 100 points. Below are the criteria and suggested weights
for evaluating the different assignments.
Annotated bibliography. Students are required to do an annotated bibliography using the appropriate
bibliographical style for their discipline (see example provided).
Evaluators are to evaluate the annotated bibliography as follows:
Quantity of Sources - 5 - to 8 sources
50%
Variety of Sources - Periodicals, Journals, Books
And Reports
20%
Description of Annotation - 3 or 4 lines
20%
Consistency and Completeness of Citations
10%
Introduction. Students should write a page and one half (1/1/2 p.) for the introduction. In this introduction
student should state and justify why their topic is significant. Evaluators are to evaluate the introduction:
Sources
3 sources supporting statistically or qualitatively
why topic is important
50%
Writing Style
students should write in paragraph form, clear
30%
well-organized sentences. Avoid listing,
one sentence paragraphs, telegraphing and redundancies.
End Notes
students should have end notes properly
citing sources they used in their introduction.
[End Notes should be different from annotated
bibliography].
20%
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Feedback Assignment 2
GUIDELINES TO EVALUATING FEEDBACK EXERCISE II
Each part of your assignment should be evaluated on the basis of 100 points. Below are the criteria and
suggested weights for evaluating the different assignments.
Hypothesis Development and Conceptualization. Student should write 2 - 3 pages for this section. In this
section students should state what their hypothesis is. What are the independent, dependent variables and what
might be a control variable. Students should review the literature for any studies that may discuss these variables
and briefly summarize them. For conceptualization students should define all variables, independent, dependent
and control variables; they should review the literature and cite source for definitions.
Hypothesis Development
1 - 1 1/2 written in clear English
30%
Identifying independent, dependent and control variables and
stating the relationship in clear English.
30%
Summarizing the Literature regarding your hypothesis and
citing at least 3 studies.
40%
Conceptualization
1 - 1 1/2 pages
30%
Defining concepts clearly
30%
Reviewing Literature and citing at least 3 sources to support
your definitions of terms. Once source for each variable.
40%
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Feedback Assignment 3
GUIDELINES TO EVALUATING FEEDBACK EXERCISE ( 2 - 3 PAGES)
Operationalization/Methods Students should have at least one quantitative measure for each concept (i.e., your
dependent variable, independent variable and control variable).
Attitudinal variables should be measured by scaled responses to questions. Attitudinal variables should have at
least one question for each variable with a quantitative scale organizing anticipated responses. Behavioral
variables should have measures or scales that are quantitative and indicate multiple variation points. Specify
your level of measurement, i.e., nominal, ordinal, interval, ratio. Students should identify the method they will
employ and describe the subjects they will study. Your discussion of method should cite sources regarding the
appropriateness of the method, its strengths and limitation. Specify the level of analysis that data will be
collected (macro or micro level) and sampling techniques, you will employ (random: systematic or pure, quota or
strata sampling). Cite literature for method description as well as measures for variables.
Measures For Each Variable
Description of Methods
Literature Review (4 sources)
Description of Subject and Sampling
Technique
40 points
30 points
20 points
10 points
(more )
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Feedback Assignment 4
EVALUATION GUIDELINES FOR ANALYSIS AND INTERPRETATION AND THE CONCLUSION
2 - 3 PAGES
Analysis
1) a univariate analysis for each variable (the independent, dependent and control variables) (this does not apply
to those using the experimental method). You should have at least three illustrations for you univarite analysis, a
chart, a table and a graph and a discussion of each.
30 points
2) bivariate analysis - correlate your independent and dependent variables and discuss the relationship. Illustrate
with a table.
20 points
3) a multi variate analysis illustrate the relationship between your independent and dependent variables after you
introduce your control variable. You should have an illustration or each variation point of your control variable.
Discuss the relationship after you introduce your control variables.
You should identify your level of measurement i.e., nominal, ordinal, interval or ratio for each variable. You
might want to do this in your final research design in your operationalization section. For this assignment make
sure you do it here.
50 points
100 points
Conclusions - Identify at least three limitations to your study. Review each section and discuss some of the
problems your study confronts, e.g., internal and external validity, reliability or any other reservation, sampling
problems, the use of secondary data, etc. Explain them away.
50 points
Assuming that your study findings are valid, suggest three recommendations that logically follows from your
study; i.e., now that we have evidence supporting this conclusion - society should etc.
50 points
100 points
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FINAL RESEARCH DESIGN
Should reduce number of subheadings and integrate the narrative as much as possible, e.g., subheadings could
be:
Introduction
Hypothesis and Conceptualization
Method and measurements
Data Analysis and Conclusions
All feedback assignments and quizzes need to be attached to final research design. Final research design is the
revised integrated feedback assignments.
(more)
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HYPOTHESES
Identify the key concepts of the following hypotheses. Also, identify the implied independent and
dependent variables. Establish temporal order of the concepts/variables, if any and explain. If there is no
temporal order, restate the hypotheses by reversing the relationship of the concepts of the independent and
dependent variables.
1. Intelligence is positively related to wealth.
2. The smarter you are the richer you’ll become.
3. Age is related to ideology.
4. The older you are, the more conservative you become.
5. Gender is related to career advancement.
6. Men are promoted faster than women.
7. The rate of murder influences whether a state has capital punishment.
8. The higher the rate of murder, the more likely a state will have capital punishment.
9. The more concrete and clear the task, the more centralized decision-making.
10. The greater the alcohol consumption in the state, the higher the highway fatalities.
11. Political party identification is associated with religion.
12. Catholics tend to be Democrats, and Protestants tend to be Republicans.
13. The more educated you are the more likely you’ll vote.
14. Men vote more than women.
15. The greater the prestige of the agency, the higher the morale of the workforce.
16. The more confidence people have, the greater their level of achievement.
17. The greater the class confusion the longer Dr. Kelly’s explanation.
18. The longer Dr. Kelly’s explanation, the greater the class confusion.
19. Gun registration laws influence the rate of armed robberies.
20. The higher the rate of armed robberies, the more restrictive gun registration laws become.
21. Women are more tolerant to pain than men.
(more, continued)
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22. The greater the class hostility, the more sarcastic Dr. Kelly becomes.
23. African Americans are more likely to vote for Democrats than Republicans.
24. The wealthier you are, the more conservative you’ll become.
METHODS
METHOD
MAJOR
CHARACTERISTICS
EXTERNAL
VALIDITY
GENERALIZING
FROM SAMPLE
POPULATION
INTERNAL
VALIDITY
ACCURACY OF
FINDINGS FOR
SAMPLE
RELIABILITY
PRODUCING THE
SAME RESULT
REGARDLESS OF
TIME AND DATA
COLLECTION
EFFECTIVENESS
COST OF
COLLECTING DATA
PER UNIT OF
ANALYSIS
SURVEYS
A. PERSONAL
INTERVIEW
USE OF
QUESTIONNAIRE
OPEN-ENDED
RESPONSE
ORGANIZED AFTER
COLLECTING
RESPONSES
MODERATE/LOW
MODERATE
LOW PRONE TO
SUBJECTIVE
FACTORS HUMAN
DYNAMICS
LOW
EFFECTIVENESS
HIGH COST PROF’L
INTERVIEWER
$300 - $500 PER DAY
4 INTERVIEWS
PER HOUR
B. PHONE SURVEY
PRIMARILY OPENENDED QUESTIONS
NEED TO
ORGANIZE
RESPONSES AFTER
COLLECTING
DATA
HIGH IF SAMPLE
IS DRAWN
CAREFULLY
ALLOWS FOR
RANDOM
SAMPLING
HIGH ANONYMITY
CONFIDENTIALITY
VOLUNTEERISM
REDUCES
RESPONSE BIAS
MODERATE TO
HIGH
INTERVIEWER MAY
ALLOW FOR
SUBJECTIVE BIAS
MODERATE
SKILLED
INTERVIEWER $8 $12 PER HOUR
3 INTERVIEWS PER
HOUR
C. MAIL/MASS
SURVEY
CLOSED ENDED
RESPONSES ARE
PRE-ORGANIZED
LOW POOR
RESPONSE RATE
OVER
REPRESENTATION
OF EXTREME
POINTS OF VIEW
MODERATE TO
HIGH/RESPONSES
ARE GENERALLY
TRUTHFUL FOR
RESPONDENTS
HIGH/STANDARD
QUESTIONS
HIGHEST AMONG
SURVEY METHODS
$1.50 PER SURVEY
POSTAGE/PRINTING
EXPERIMENT
EXPERIMENTAL
GROUP AND
CONTROL OF
COMPARISON PRE
AND POST STUDY
USUALLY HAS LAB
SETTING
LOW HARD TO GET
REPRESENTATIVE
GROUP INTO
LABORATORY
SAMPLE SIZE
GENERALLY
SMALL
HIGH LAB LIKE
CONTROLS HELP
TO ISOLATE
IMPACT OF
STIMULI
HIGH EXPLICIT
METHODOLOGY
CONSISTENTLY
APPLIED
LOW VERY
EXPENSIVE TO GET
SUBJECTS TO
PARTICIPATE
QUASI
EXPERIMENTS
EXP. GROUP/
CONTROL GROUP
POST STUDY
FIELD STUDY
NO PRE-TEST
MODERATE TO
HIGH LARGER
DATA BASE
ALLOWS FOR
BETTER
GENERALIZATION
LOW LACK OF
CONTROLS MAY
RESULT IN INACCURACIES IN
MEASURING
SUBJECTS
LOW LACK OF
CONTROLS
ALLOWS FOR
SUBJECTIVE
BIASES IN DATA
COLLECTION
HIGH LITTLE COST
IN COLLECTING
DATA
AGGREGATE DATA
ANALYSIS
SECONDARY DATA
ANALYSIS OF
GROUP DATA
HIGH COLLECTED
DATA ARE
SUFFICIENTLY
LARGE TO
GENERALIZE FROM
MODERATE RELIES
ON REPORTED
DATA NOT
UNREPORTED
DATA. E.G., CRIME,
UNEMPLOYMENT
HIGH STANDARD
WAY OF
COLLECTING DATA
HIGH GOVT. OR
SOMEONE ELSE
HAS COLLECTED
THE DATA FOR THE
RESEARCHER
LOW COST
CONTENT
ANALYSIS
QUANTITATIVE
ANALYSIS OF
MEDIA CONTENTRELYS ON
FREQUENCY
HIGH COLLECTED
DATA ARE
SUFFICIENTLY
LARGE TO
GENERALIZE FROM
MODERATE
SUBJECTIVE ERROR
MAY OCCUR WITH
CODING
MODERATE
HUMAN ERROR
CAN OCCUR WITH
INTERPRETATION
MORE TRAINING
LESS ERROR
HIGH REQUIRES
TIME BUT NOT A
LOT OF MONEY TO
GET DATA
FOCUS GROUPS
EXPERIMENTAL
GROUP W/OUT
CONTROLS
SELECTED ON THE
QUOTO BIAS
LOW IT’S HARD TO
CAPTURE
DEMOGRAPHICS
WITH SMALL
NUMBERS
LOW SUBJECTS
CAN BE EASILY
INFLUENCED BY
OTHERS, STIMULI
LOW METHODS
VARY AND THERE
IS GREAT
OPPORTUNITY FOR
SUBJECTIVE
FACTORS
HIGH COST
MODERATE
EFFECTIVENESS
MAY NEED
INCENTIVES TO
GET SUBJECTS TO
PARTICIPATE
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SOCIAL SCIENTIFIC TERMS
nominal, ordinal, interval, ratio
primary/secondary data
sample vs. Population
internal/external validity
random sampling
random vs. quota sample
response bias
normal distribution
mail survey vs. telephone survey vs. personal interview
experimental versus quasi-experimental method
content analysis
focus group
survey method
secondary analysis (aggregated data analysis)
participatory observation
univariate, bivariate, multivariate
typology
description/prescription/prediction/prophecy
inductive/deductive
SOR
behaviorism/behavioralism
a priori assumption
nature vs. nurture
characteristics of behavioralism
empiricism
rationalism
fideism
quantification
verification
spuriousness
macro/micro level of analysis
proposition/hypothesis
law of large numbers
conditions of causality
an annotated bibliography
conceptualization
operationalization
reliability
range, mode, medium, and mean
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A:\Scope and Inquiry Package.doc
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