Chapter 5

Theoretical Framework &

Hypothesis Development

Slide 5-2
 Theoretical Framework

 Foundation deductive research project!

 Deductive research: moving from the

general (a theory) to the specific
(observations).

Slide 5-3
 Theoretical Framework

 A theoretical framework represents your

beliefs on how certain phenomena (or
variables or concepts) are related to each
other (a model) and an explanation on
why you believe that these variables are
associated to each other (a theory).

Slide 5-4
 Theoretical Framework

 Basic steps:
 Identify and label the variables
correctly
 State the relationships among the
variables: formulate hypotheses
 Explain how or why you expect these
relationships

Slide 5-5
 Variable

 Any concept or construct that varies or

changes in value

 Main types of variables:

 Dependent variable
 Independent variable
 Moderating variable
 Mediating variable

Slide 5-6
 Variables..
• A variable is a noun, not an adjective, and represents a
class of outcomes that can take on more than one value.

• Eg.
1. hair color
• Values: red, brown, black, blond
2. Height
• 5 ft, 6 ft
3. Age at immunization
• 6 weeks, 18 months
4. Political part affiliation
• UMNO, PAS
Types of variables
 Variables
Dependent variable (DV)
• The measure that reflects the outcomes of a research

• Study: measure the difference between two groups on

how well they remember a set of ten single digits after a
five-hour period

• DV: number of digits remembered

• Study: effect of parental involvement on children’s

grades
• DV: children’s grades
 Variables
Independent variable (IV)
• The treatments or conditions that the researcher has
either direct or indirect control over to test their effects
on a particular outcome.

• Also known as a treatment variable

• Study: to test the effectiveness of three different reading

programs on children’s reading skills.

One IV with 3 levels

One DV
 Variables
General rule..
• When a researcher is manipulating anything or
assigning participants to groups based on some
characteristics such as age and ethnicity, then that
variable is the IV

• When a researcher looks to some outcome to

determine whether the grouping had an effect, then they
look to the DV

• IV should be independent of each other while DV should

be sensitive to changes in different levels of the IV.
 Variables
More examples..
1. To investigate whether there is a difference between
males and females in their mathematics score.
• IV? DV?

2. The effects of the number of hours of weekly television-

watching time on language skills.
• IV? DV?
 Variables
Control variable
• Has a potential influence on the DV, consequently the
influence must be removed or controlled

• Eg: examine the relationship between reading speed and

reading comprehension
• May control for differences in intelligence
 Variables
Extraneous variable
• Has an unpredictable impact upon the DV

• Eg.: examine the effect of television watching on

achievement

• The type of television programs is an extraneous

variable
• Discovery, Play-house Disney, History might have a
positive impact on achievement
 Variables
Moderator variable
• Is related to the variables of interest (IV and DV),
masking the true relationship between IV and DV

• Eg., examine the relationship between crime rate and

ice-cream consumption, need to include temperature
 (In)dependent Variables

 Dependent variable (DV)

 Is of primary interest to the researcher.
The goal of the research project is to
understand, predict or explain the
variability of this variable.

 Independent variable (IV)

 Influences the DV in either positive or
negative way. The variance in the DV is
accounted for by the IV.
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 Example

Slide 5-17
 Moderators

 Moderating variable
 Moderator is qualitative (e.g., gender, race, class)
or quantitative (e.g., level of reward) variable that
affects the direction and/or strength of relation
between independent and dependent variable.

 Example

Slide 5-18
 Mediating Variable

 Mediating variable
 surfaces between the time the
independent variables start operating
to influence the dependent variable
and the time their impact is felt on it.

 Example

Slide 5-19
 Hypothesis

 A proposition that is empirically testable.

It is an empirical statement concerned
with the relationship among variables.

 Good hypothesis:
 Must be adequate for its purpose
 Must be testable
 Must be better than its rivals

 Can be:
 Directional
Slide 5-20
 Non-directional
 Types of hypotheses

2 types of hypotheses

Null Research
hypothesis hypothesis
 Null Hypotheses
• A statement of equality (two or more things are equal or
unrelated)

• “I represent no relationship between the

variables that you are studying”

• Eg.:
• There will be no difference in the average score of ninth graders and
the average score of twelfth graders on the ABC memory test.

• There is no relationship between personality type and job success

• There is no difference in voting patterns as a function of political party

 Hypotheses
Purposes of null hypotheses
1. Acts as a starting point
• The state of affairs that is accepted as true in the
absence of other information

2. Provide a benchmark against which observed outcomes

can be compared to determine whether these differences
are caused by chance or any other factor.
• Help to define whether any observed differences can
be attributed to chance or something other than the
chance (manipulation of IV).
 Hypotheses
Research hypotheses
• Statement of inequality

• A definite statement of the relationship between two

variables

• Eg;
• the average score of ninth graders is different from the average
score of twelfth graders on the ABC memory test.

• There is a relationship between personality type and job

success.

• Voting patterns are a function of political party.

 Hypotheses
What makes a good hypothesis?
• Is stated in a declarative for, not a question.

• Posits an expected relationship between variables

• Reflect the theory or literature upon which they are

based

• Brief and to the point.

• testable
 Hypotheses
Statements of hypotheses: Formats
1. If-Then statement

2. Directional hypotheses

3. Non-directional hypotheses

4. Null and alternate hypotheses

 Hypotheses
Null and Alternate Hypotheses
• Null hypotheses: expressed as no (significant) relationship
between two variables of no (significant) difference
between two groups

• Alternate hypotheses: a statement expressing relationship

between two variables or indicating differences between
groups.
 Hypotheses
If-Then Statement

• Show differences between two groups with respect to

any variable(s).

Eg:

If employees are more healthy, then they will take sick

leave less frequently

If workers are stressed, then they will be less satisfied

with their job.
 Hypotheses
Directional Hypotheses
• Show direction of the relationship between the variables
(positive or negative).

• Terms such as positive, negative, more than, less than are

used.

• eg:

The greater the stress experienced in the job, the lower the
satisfaction of employees.

Women are more motivated than men.

 Hypotheses
Nondirectional Hypotheses
• Do not suggest for relationship or difference, but offer no
indication of the direction of these relationships or
differences.

• eg:

There is a relationship between age and satisfaction.

There is a difference between the work ethic values of

American and Asian employees.
 Exercise

Give the hypotheses for the following framework:

Service Customer
quality switching

Switching
cost

Slide 5-31
 Exercise

Give the hypotheses for the following framework:

Service Customer Customer

quality satisfaction switching

Slide 5-32
 Argumentation

 The expected relationships / hypotheses

are an integration of:
 Exploratory research
 Common sense and logical reasoning

Slide 5-33