The need to inquire about the relationships among variables in a population, results into the formulation of quantitative research questions. Investigators use these research questions to get information that they are looking for (Creswell, 2003). Flick (2009) acknowledges that research questions determine the appropriateness of the areas selected for investigation. Successful researchers are aware of the importance of research questions, because they fully understand their circumscription role. Quantitative research questions and their hypotheses are developed through a process that incorporates a statement of the problem, at all stages (Gleeson, 2010). For the sake of this study, a statement of the problem is given in the form of an objective: The principal objective of this study is to find out the impact of affirmation action programs in the work place.
According to Johnson and Christensen (2012), quantitative research questions are styled in predictive, causal, and descriptive formats. To develop research questions for any study, researchers are required to recognize, differentiate, and separately measure independent and dependent variables (Creswell, 2003). Given the statement of the problem above, it is clear that the independent variables are found within the affirmation action programs, while the dependant variables are derived from the impact of these programs on the workforce. Having carefully reviewed the available literature on the subject, and subsequently identified, isolated, and measured the inherent variables, the following research questions were developed.
- Do programs for affirmative action lead to diversity in the workforce?
- Does employment of minorities through affirmative action effectively deal with the problem of gender, age, religion, race, ethnicity, and other demographic-based imbalances within the workforce?
The purpose of a research study is not completely shaped by the quantitative research questions, quantitative hypotheses are also enjoined in this endeavour. Creswell (2003) defines quantitative hypothesis as “predictions the researcher makes about the expected relationships among variables” (p. 132). It is important to note that quantitative hypotheses are available in two forms: null hypothesis and alternative hypothesis (134). In this study, we shall focus on the null hypothesis, since it is application is regarded as a default approach. A null hypothesis represents an uncertified theory or statement on a population parameter, made on the assumption of its truth or as the basis for an argument (Johnson & Christensen, 2012). Building on the quantitative questions developed earlier on, the hypotheses appropriate for this research study are outlined as follows:
- There is no significant difference between the population of women and men who are offered employment on the basis of affirmative action programs.
- There is no significant difference between people who are employed through affirmative action and other employees in terms of their competency.
- There is more stigmatization of blacks employees who get their jobs through affirmation action programs than any other group.
The primary concern of any research design is to enhance the focus on the areas that have a lot of relevancy to the subject of discussion. In this regard, quantitative research questions are vital in establishing cause-and-effect relationships among the various variables (Flick, 2009). The quantitative research questions in this study are used to pinpoint the specific variables that are supposed to be measured during the field research, hence creating an opportunity for determining suitable data collection methods (Kumar, 2011). Furthermore, the probability of asking the right questions is increased as we progress through the exercise of formulating quantitative research questions. Needless to say, having the right questions can lead collection of the right data (24).
References
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methodapproaches. (2nd ed.) Newbury Park, CA: Sage Publications
Flick, U. (2009). An introduction to qualitative research. (4th ed.) Thousand Oaks, CA: Sage Publication Ltd.
Gleeson, D. (2010). Research questions and research design. In D. Hartas (Eds.), Educational research and inquiry: Qualitative and quantitative approaches (pp. 85–94). New York: Continuum International Publishing Group.
Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. (4th ed.) Thousand Oaks, CA: Sage Publication, Inc.
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. (3rd ed.) Thousand Oaks, CA: Sage Publication, Inc.