Below are several examples of research questions and hypotheses:
RQ1 How do seminarians cope with the conflict inherent in the dichotomy between equality as a value in community life and the hierarchical structure of formation?
RQ2 What are the characteristics of relational inclusion in family conversation?
RQ3 What are the common elements of the lived-experience of family communication between African-American and Acadian-American individuals from Southern Louisiana?
RQ4 What are the characteristics of the individual lived-experience of music?
RQ5 In what ways do CNM’s and physicians practice characteristics differ?
RQ6 What issues are most pertinent to physicians in relationship to the practice of CNM’s?
RQ7 In what ways might demographic or practice characteristics influence attitudes toward the utilization of certified nurse-midwives.
RQ8 Is there a relationship between age or status of student and attitudes regarding rule negotiation in the classroom or family context?
RQ9 Does living with parent(s) affect attitudes regarding rule negotiation in the classroom or family context?
RQ10 Do students differ in their attitudes regarding rule negotiation according to context?
RQ11 Do students differ in their attitudes regarding when rule negotiation should begin in the classroom or family context?
RQ11 What are the characteristics of communication that demonstrate interdependence between marital partners in a family?
H1 Students from a higher at risk group (students from a school with a high dropout rate) will be more inclined than their respective moderate or low risk counterparts (students from a school with moderate to low dropout rates) to have negative attitudes regarding compliance to and importance of implicit nonverbal classroom interaction rules.
H2 Students from a higher at risk group (Blacks) will be more inclined than their respective low risk counterparts (Whites) to have negative attitudes regarding the compliance to importance of implicit nonverbal classroom interaction rules.
H3 Males will be more inclined than females to have negative attitudes regarding compliance with and importance of implicit nonverbal classroom interaction rules.
H4 Certified nurse-midwives have a more positive attitude regarding CNM’s ability to provide quality obstetric care to low-risk women than physicians have about CNM’s ability.
H5 CNM’s are more willing to employ other certified nurse-midwives in a practice than physicians.
H6 CNM’s are more willing to attend deliveries outside of a hospital setting (i.e. licensed birthing center or home) than physicians.
H7 Gender will influence attitudes regarding rule negotiation in the classroom or family context.
H8 Race will influence attitudes regarding rule negotiation in the classroom or family context.
H9 Parents are more likely to report inclusion in their relationships with their children than children are likely to report.
H10 Mothers are more likely to report inclusion in their relationships with their children than fathers are likely to report.
H11 Daughters are more likely to report inclusion in their relationships with their parents than sons are likely to report.
H12 Mother-son dyads are more likely to report inclusion in their relationships than father-son dyads are likely to report.
H13 Mother-daughter dyads are more likely to report inclusion in their relationships than father-daughter dyads are likely to report.
H14 Seniors will report higher levels of comfort conducting research than students at lower levels.
Conducting Communication Inquiry - hypotheses and research questions
This site is developed and maintained by H. Paul LeBlanc III.
