The scientific method

Identification and analysis of a problem

The first step of a research study is to identify a problem to be solved or a question to be answered. Based on theories, previous experience, hunches and perhaps other research findings, we develop a hypothesis, which we can test. A hypothesis contains assumptions from our theoretical perspective and may be supported by other research studies. It also makes predictions about future behaviour or events.

For example, we might start with a problem we want to solve: how do children learn to get along with each other? If we take the theoretical perspective of social learning theory, we would probably assume that modelling (learning that happens by observing the behaviour of others) influences children’s behaviours and how they interact with each other (Bandura, 1977). We might want to review other research studies and find evidence that watching violent television shows is related to many difficulties in peer relations (Slaby et al, 1995). We would also find recent evidence that children’s abilities to get along with others is guided by standards they set for themselves based on the feedback they get from others (Bandura, 1997). Now we could start to form a hypothesis: six- and seven-year-old children whose parents consistently give positive feedback and model nurturing relationships are more likely to get along well with other children, even though they may regularly watch violent television shows.

This example simplifies a complex process. As part of the first step, researchers must go beyond a general description of the problem or question. Researchers isolate, narrow, and focus on what they want to investigate. There are numerous studies related to the question, and an extensive review of these studies would find contradictory results and conclusions.

So the “analysis of a problem” is often a timeconsuming review of past research. It is also heavily influenced by the basic assumptions of the theoretical perspective taken in the first place.

Collecting the data

Sometimes, scientific research tests a hypothesis taken from one theory against a hypothesis taken from another theory. In the example above, we considered the question of how children learn to get along with each other from a social learning perspective. We could compare this to a hypothesis drawn from psychoanalytical perspective, which would assume that children’s relationships with peers will be based in their earliest relationship with their mothers.

Once the problem is identified and there is a clear hypothesis or research question, the next step is to collect the data or information. A research strategy to collect the data involves two main components. First is the selection of research methods or the ways in which the data will be systematically collected. Second is the research design, or overall plan for the research study.

Research methods include techniques such as: systematic observation (in a controlled laboratory or a natural setting); interviews, questionnaires and surveys; case-studies (in-depth considerations of individuals or small groups); and standardized tests.

The research design refers to the use of either a correlational or experimental strategy as well as the timeframe of the study, for example, crosssectional or longitudinal design.

Analysis of the data

Once the information is gathered, researchers must consider what it means. This analysis is based on the theoretical perspective, the research method and the research design of the study. Each individual study is part of a larger body of research and so the findings are considered in light of other related studies.

Statistical analysis is part of data analysis and is one of the ways that researchers determine support for their hypotheses. One of the things that statistical analysis allows a researcher to do is to consider whether the results from the sample studied are representative of the larger population from which the sample was drawn.

Data analysis involves looking at what can be learned from a study, for example, possible conclusions and recommendations.

References

Bandura, A. (1997). Self-efficacy and health behaviour. In A. Baum, S. Newman, J. Wienman, R. West, & C. McManus (Eds.), Cambridge handbook of psychology, health and medicine (pp. 160-162). Cambridge: Cambridge University Press.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Slaby, R.G., Roedell, W.C., Arezzo, D., & Hendrix, K. (1995). Early Violence Prevention. Washington, DC: National Association for the Education of Young Children