Research objectives in the social sciences
Introduction
For an investigation to acquire the character of scientificity, it requires a purpose, a purpose or a goal that is expressed through objectives, which are considered by most researchers as a naturally simple aspect, however, in practice to For participants in postgraduate studies, this phase translates into one of the most complex problems that significantly affects the research process.
Despite this complexity, in the field of research methodology, the academics in charge of guiding students and novice researchers have considered that the activity of writing research objectives is only routine, making it one of the main obstacles to beat when developing a research project. Taking into account what has been said, I begin a series of reflections on the research objectives conceptualizing it as: the verification data stated in a precise and clear way of the goals that the researcher pursues. These objectives are formulated after having selected a topic centered on the ideas referred to in the previous section.
It is important to note that the selected topic can strengthen the idea, based on the reading, interpretation and understanding of the theories in accordance with the researcher's concerns, which will allow making decisions appropriate to the needs of the environment. Hence the importance of the choice of research methods and paradigms consistent with the objectives, since at the end of the research it will be evaluated through their systematic achievement.
To carry out this evaluation, it is necessary to examine the research project from the beginning, the clarity of how the objectives are written, this aspect of the research cannot be neglected because its orientation towards the nucleus of interest would probably fail. Research projects can fail mainly for lack of clearly defined objectives. By taking into account the systematic planning of the objectives, to the same extent, the valid strategies to be able to achieve them could be selected, since throughout the development of the research, in each of its phases, they must be controlled. Such actions validate the study based on these objectives.
However, research objectives tend to be confused with instructional ones in most cases. It is necessary to clarify that those related to instruction are formulated around learning, expecting a modification of behavior and / or acquisition of knowledge by students, while the research objectives refer to the purposes that are intended to be achieved in reason to describe, create new knowledge, satisfy a need, solve a problem, propose a plan or evaluate a program as appropriate.
The research objectives are the goals, purposes or ends set by the researcher in accordance with the aspects that he wishes to verify and discover. While the instructional objectives express what the learner must achieve as a product of acquired learning in terms of observable behavior. We characterize the research objectives as verification or discovery data by the researcher.
- - Successive achievements in a systematic research process. - They must be written clearly to avoid confusion in the research development. - Possess a single action avoiding the inclusion of more than one verb in infinity. - They must be controlled in each of the phases, in order to adjust or change them.– Do not confuse them with the instructional objectives.– They are the goals that are pursued to solve a problem through the application of the scientific method.– Understand the specific results of the research.– Its scope must be within the possibilities of the researcher. - They should be focused on decision-making and a theory that allows generalization to solve problems of the same nature.
As a researcher and professor of research methodology, she considered that research focuses on objectives because they constitute successive achievements in a systematic process, rather than a final result. By having the objectives adequately defined, both the methods and the techniques to be used will be selected in a pertinent way and in accordance with the nature of the research, however, the depth levels of scientific knowledge must be limited to the depth of the objectives.
Despite these reflections, the writing of research objectives in the field of social sciences and natural sciences, either in the educational, legal, economic, health, dental or administrative medicine areas. It continues to be a task with an unsuccessful path for the researcher given its complexity. Hence the need to insist on qualifying the objectives as the central axis of the research, since they systematically guide the questions (formulation and systematization of the problem, the system of variables, the matrix of analysis categories, the dimensions or subcategory, collection of the information, the hermeneutical approach, the epistemological bases, conclusions and recommendations).
Each of these aspects must be derived from the empirical objectives set out at the beginning of the study, since they allow the evaluation of the entire process as it progresses, they are reviewed and reformulated before reaching the final result. They allow to define the methodology to be used, additional objectives may arise, modify those already proposed and even be replaced by new ones, depending on the direction the research is taking.
Regarding the conditions required by an objective to be considered well formulated, there are different coinciding and contradictory opinions, including that of Chávez (2007), who considers that when writing a general objective, all the variables must be included, the The term will identify the type of research to be carried out and the intended achievement.
Examples:
"Determine the impact that administrative strategies and the supervision of activities produce on the labor performance of the authorities, in order to establish in order to establish which of these variables provide the best performance" (p. 78). This general objective has two verbs in the infinitive to determine and establish.
The way of designing the objectives of the cited author, coincides with that of Hurtado de Barrera (2008) since, she considers that the objectives in addition to an action must express an achievement:
“Study the relationship between the manager's leadership style and the work performance of the workers in order to determine the aspects that influence the appearance of submissive or rebellious behaviors.
This way of writing the objectives also has two verbs in the infinitive study and determine which, has two aspects criticized by Arias (2001), who considers it an error to add phrases such as: "with the purpose of…" and " in order to ”“ in order to ”(p.59). While Nava de Villalobos (2002) states that the objectives must contain a single action, that is, they must avoid including in a single objective several verbs in the infinitive because this would imply several objectives in one, since it generates confusion or lack of control in the investigative work (p. 55).
Consequently, one should avoid confusing "knowing" with "doing" since it first refers to inquiring, detecting: Knowing is investigating while "doing" refers to the activities or procedures to achieve the purpose of the investigation. applying a program, designing a plan, proposing guidelines or formulating policies could not be considered research objectives, since these are the translation of the questions in the affirmative.
However, both elements are inseparable, so the activities (applying a program) allow us to achieve the objective (obtain knowledge - know the effects of…). A well formulated goal would be:
- Determine the epistemological bases in the initial training of the Proactive teacher in the context of globalization. Analyze the alternatives of prosecution of the criminal process in the Venezuelan legal framework.
In this broad spectrum, Hurtado de Barrera (2008: 139) points out that the type of research is given by the general objective, if it is directed towards the configuration of strategies, activities and concrete plans through which changes in the event or produce one that does not exist, then the general objective is written as follows: "Design a program aimed at improving the application of creative instructional strategies in the classroom by a group of high school teachers" (p. 331).
Thus arises the type of projective research also called feasible project by some Venezuelan universities, which has produced contradictory opinions in the different authors of texts on research methodology. In the same way, Chávez (2007, p. 88), writes the objectives of a variable to develop a model, program or operational plan as follows:
"Design a model for the supervision of administrative activities, which allows university authorities to perform such function in accordance with technical-specific principles, in order to achieve greater labor effectiveness"
This objective is complemented by the author with specific objectives such as:
- Execute a bibliographic review process….. Select the elements and sub-elements that make up the model. Prepare the model of….. Apply the model of ……
In the opinion of Arias (2001), these are not objectives but implicit actions in the research process that contribute to the achievement of the objectives (p. 58). Which are obvious research activities and should not be confused with the research objectives.
In general terms, say Flórez and Tobón (2003), the objectives refer to the types of knowledge that are intended to be achieved in relation to the questions that constitute the research problem. The relationship between the objectives and the problem is treated in a different way; For some authors it is preferable to first establish the objectives and then formulate the problems, others start from the framework of theories and then formulate the objectives because they have already expanded the knowledge around the initial idea.
In this regard, I consider that at the time of writing the objectives, the researcher must assume the criteria of the author with whom he best identifies, arguing his suitability for the research, therefore he must have some flexibility opting from the theoretical reading to the objectives, from these to the question and from her to the statement of the problem with a wide spectrum of the situation under study.
Although it is true, that in the later phases a reformulation of both the problem and the objectives is required. In this case, what matters less is the order in which the research phase is going to be developed, the most significant thing is that the researcher feels satisfied with the work done and is aware of what he is doing, how he is doing it and scientifically argue the procedure to follow.
Objectives of Qualitative Research
The objectives underlying qualitative studies are closely related to the various research methodologies. There are some classifications that have been proposed around the objectives of qualitative research and its potential in relation to the generation of theories.
Source: Colás (1994)
However, many authors focus on the general objective of in-depth understanding, which globally outlines the majority of qualitative research methods, forgetting their potential, to develop studies whose purpose is educational optimization and innovation. Around this, Colas (1994) has carried out a bibliometric investigation of educational studies based on qualitative methodology to identify the scientific objectives that are covered from this approach.
In this referential framework, Tesch cited by Sandin (2003) carried out an interesting ordering of the various types of qualitative research based on whether the research interests (analytical objectives) are related to the following aspects: (a) characteristics of language; (b) discovery of regularities; (c) understanding the meaning of a text / action and (d) reflection.
Source: Tesch cited by (1990)
In this sense, Bartolomé (1992), recalls the importance of contemplating the goal of transformation, especially when we think that the educational field is our main object of knowledge: Intervention and research. Thus, the objective of understanding educational phenomena in depth can be the first step towards a real transformation, from the needs felt by the protagonists themselves in that context and for that reality.
These dimensions are presented in a continuum, in which as one advances from left to right, the various types of qualitative research are characterized by less structuring and a more holistic character, delving into what constitutes the object of qualitative research of the study is the in-depth understanding, either of natural behaviors, social situations, meanings, processes, patterns.
The author refers that the qualitative methodology has been adapted differently in disciplines such as sociology, psychology and education. In this sense, the specific approaches or forms of production or generation of scientific knowledge that in turn are based on deeper epistemological conceptions do not refer to the collection of numerical or theoretical data.
Types of research objectives
In the development of scientific research, different types of objectives are usually categorized, including intrinsic, extrinsic, general, specific, classificatory or explanatory; qualitative and quantitative, whatever their categorization, what is important is the degree of depth of knowledge to achieve the purpose as well as the type of research to be carried out.
To achieve the realization of an objective, in the first place it must be defined clearly and precisely so that they are understood by a scientific community, which would result in the effectiveness of the research phases. Second, the feasibility of the study must be guaranteed by foreseeing its acceptance, limitations for its preparation, theoretical, geographical, temporal and financial delimitation and the perspectives of the objectives in relation to the capacity of its execution. Third, to make the decision on how to approach the collection of information, you must determine the quantitative, qualitative or other epistemological approach.
General objectives
On the basis of the ideas presented, it follows that a general objective consists of a set of words with various combinations allowing the expression of the purpose of the research. For this reason, it must answer the question that the researcher intends to investigate. In this writing, the words that best fit the investigative purpose should be selected.
Regarding the number of general objectives that an investigation should have, the use of only one arises, it would be a mistake to formulate several, because what is investigated is reflected in it. It covers all the variables contained in the title “the general objective must have complete correspondence with the title of the work, with the question that formulates the problem or research topic, what changes is the way of writing it.
Below is an example of a field investigation:
- Title: Teacher management processes in the generation of student research projects. Problem formulation: What is the incidence of teacher managerial processes in the generation of student research projects? General objective: Determine the incidence of the managerial processes of the teacher in the generation of research projects of high school students.
Although it is true, although the purpose of the research is detected in the previous example, Nava de Villalobos (2002) considers it appropriate that in a field research there may be more than one general objective because, according to the author, everything depends on the extension of the object of study and the purposes of the research with which we totally disagree since, the general objective as expressed in previous paragraphs contains the purpose of the research.
In this order of thought, what is pointed out by Hurtado de Barrera (2008) becomes significant, who establishes that the objectives are different from the research purposes in that the latter are not, fully achieved at the end of the research, while the objectives yes. For the author, the purposes allude to what is aspired to be achieved after the research is carried out, they allow to explain the selected topic and that of the study itself in terms of social relevance, usefulness and possible contributions.
The author states:
While the objectives allow to clarify the purpose of the investigation. According to the aforementioned author, the general objective guides the research and allows to maintain a constant reference in the work to be executed. Regarding the design of the objectives, it was considered one of the great conflicts that the researcher must face, which can seriously affect the success of this activity.
However, teachers dedicated to teaching research have underestimated the design of the objectives, considering them as a formal requirement with little or little operational or methodological relevance. In most cases, there are sterile discussions on how to formulate or propose both specific and general objectives due to the disparity of criteria that exist among academics in this area of knowledge.
The objective, as it has been shown, has been defined in a very different way, but the most generalized is the one that states it as a goal, clear and precise purposes. For some authors it is the for what? For others it is what? or both, characterize the objectives of an investigation becoming the means that allows making decisions and constituting a theory to solve and generalize problems. Through research carried out with my students, I have been able to verify that the purpose of the general objective is to discover the answers to the question posed by the problem through research techniques and procedures. In accordance with the theories studied above, it can be summarized that an objective can be according to:
| Tamayo and Tamayo (1999) Flórez and Tobón (2003)
Hurtado de Barrera (2000) Nava de Villalobos (2002) Chávez (2004) Arias (2001) |
- A goal.- Type of knowledge to be achieved.
- Purpose of the investigation. - Goals, purposes and achievements. - It constitutes the decisive factor of the Investigation. - These are goals that the researcher sets for himself in relation to the aspects he wishes to study. |
It is appreciated in these definitions that the objectives are classified as goals, because it is affirming that it is an end towards which the actions or desires of a person are directed. It is a purpose because they involve a situation and for this it is required that it become a central point of reference to understand the specific nature of the actions to be performed. The goal achieved is a product that becomes an achievement. The general objectives then, encompass a whole set of goals, achievements, purposes of an investigation to be expressed in the statement of objectives, these must cover a wide range of content, concepts and information. The general objectives must then guarantee their broad results.To write them, you start with the verb in the infinitive (ar - er - go) plus the variable (s) plus the object of study.
Example of a general objective: Determine the epistemological bases in the training of a proactive teacher in the context of globalization.
Specific objectives
According to the experience acquired advising, guiding the participants of specialties, masters and doctorates, I have been able to verify that there are no pre-established formulas to write the specific objectives, which are translated into the concrete actions that the researcher must fulfill to achieve the general objective that is, they are the consequences of the general objectives.
The specific objectives are the requirements of the investigation according to their nature, having as a fundamental axis the general objective, they represent the systematic operation of the general objective in the investigative action, promoting the fulfillment of the expectations originated in the questions and the systematization of the problem.
Through them, the actions necessary to fulfill the purpose of the investigation are broken down in a concrete and delimited way by determining the stages or the precision and fulfillment of the necessary aspects of the scientific process. It is important to clarify that, in the investigative process, some authors have conflicting opinions regarding the way of writing the specific objectives, given the diversity of existing investigative epistemological paradigms.
However, if the opinion of Cerda (2001, p. 223) is taken into account, he defines them as the goals, purposes, ends, precise and concrete achievements of the study. They are the why and why of the actions that will be carried out during the development of the research. Thus, it is proposed to take into account the approach of Sabino (2000: 59) who considers that the purposes of an investigation must also be specified in terms of the type of knowledge that the scientist hopes to obtain at the end of the work, referring in this case to the objectives internal research or the type of finding to be achieved.
To do this, he reflects on the types of research that scientists most consider from the point of view of internal objectives, which are generalized answers to the questions asked. They are classified as exploratory, descriptive and explanatory. Each of these levels must be considered in their full autonomy respecting their continuity with the other levels.
Exploratory phase
The exploratory phase is the most elementary level of scientific research. It is an obligatory phase in the theoretical and empirical investigation In this sense, the objectives of the exploratory level will give an approximate general vision regarding the object of study, such as:
- Investigate the principles of ……………………. Explore the elements of ………………… Know the arguments Detect: (discover the existence of something not evident) Identify: (recognize if an object is the one that is supposed) Explore: (register a thing or event) Investigate: (find out about something) Know: (perceive some aspect of an object under study) Probe: (make the first inquiries about something)
These verbs allow building objectives which are intended to explore the principles, elements, statements, particulars or arguments variable X to choose alternative solutions to problems arising or relating to Y.
In other words, these objectives are of a general nature that can facilitate a first approximation of the problem to be investigated since it allows us to perceive some aspect of the object studied. I agree with the criteria of Arias (2001, p. 91) since he proposes the following verbs to facilitate the writing of objectives in this first level of complexity: know, detect, explore, inquire, probe.
Descriptive phase
The second level of complexity of scientific knowledge is the descriptive one whose purpose is focused on the description or on mentioning in detail the fundamental characteristics, relationships, relevance, evidence, parts, defects, causes or ideas of the set of phenomena using systematic procedures that allow to reveal its structure or behavior.
The specific objectives of this descriptive phase will allow the researcher to make a judgment about a situation, to delve into the study of some fact or variable. In this regard, Arias (2001) proposes the following verbs to write the objectives: analyze, calculate, characterize, describe, diagnose, examine, identify coinciding with Sabino (2000, p. 60) who points out that the diagnoses made by planners start from a An organized description of a certain situation as complete as possible and then offer recommendations or make projections about its future development.
Verbs of the descriptive phase:
- Diagnose: (Make a judgment about a situation or object) Examine: (Deepen the study of some discipline, event) Define: (Its purpose in mentioning the pre-established qualities or characteristics of a phenomenon, group or person) Classify: (Order or group by class) Characterize: (List the qualities or attributes that distinguish one thing from the other) Compare: (Focus on two objects to describe their similarities and differences) Analyze: (Decompose a whole into its parts) Describe: (Mention the pre-established qualities or characteristics of an individual, group or phenomenon Identify: (Recognize if an object is what is supposed).
With these verbs, you can describe the relationships, evidence, relevance, parts, ideas, causes, effects, truthfulness, defects of situations and events.
Explanatory phase
The third level of complexity of knowledge that sustains the writing of objectives that we highly recommend, has as its fundamental purpose to determine the origin or cause of a phenomenon, it is the final character of the investigation in the sense of satisfying the origin of the situations, they allow demonstrate or set the terms of an idea or situation.
In this phase, the researcher can discover and know the causes and origin of the problems. For this level Arias (2001) proposes the use of the following verbs to write objectives:
- - Check the purposes of… refers to the confirmation of the veracity of an object. - Explain the plans of… consists of exposing the reason or why of some phenomenon.
Explanatory phase: its main purpose is to determine the origin
- - Check: (Confirm the veracity of something or object) - Demonstrate: (Prove a proposition with arguments) - Determine: (Set the terms of a thing) - Establish: (Show and sign an idea) - Explain: (State the reason or why of a phenomenon) - Relate: (Connect binding facts or ideas) - Verify: (Test the veracity of something)
With these verbs, we are going to explain the ends, means, efficiency, utility, alternatives, action plans, solutions, facts, specifications.
Examples of specific objectives
- Identify the Epistemological bases of various curricular approaches for the organization of knowledge in the initial teacher training, evaluating them. Critically describe the curriculum evolution in Venezuelan teacher training, comparing it with other countries of the European Union in relation to study plans. Interpret the importance of globalization as a social situational context in the initial training of Venezuelan teachers. Compare the terms epistemology, interdisciplinarity and globalization unifying conceptual criteria in the organization of knowledge in the initial teacher training. Analyze the social factors that intervene in the transformation of human behavior, necessary to train a proactive teacher.Establish as a proposal the profile of the proactive teacher with the ability to exercise their pedagogical action at the different levels and modalities of the Venezuelan educational system in the context of globalization.
Aware of the confusion faced by novice researchers, I consider it pertinent to reflect on the descriptive and explanatory research referred to by Cerda (2000), who, interpreting the importance of descriptive research, points out that there is confusion about the term because the word describe is generally defined as the act of representing or depicting people, animals or things through language highlighting the most characteristic and particular aspects of such elements.
However, I must warn that the level of complexity assumed here to write the specific objectives (exploratory, descriptive and explanatory) should not be confused with the types of research, since the recommendation focuses on conducting research development from a specific stage. simple to the most complex. Regarding explanatory research, it is associated with the design and the explanatory method, but it also constitutes one of the levels of complexity of scientific knowledge recommended through this text.
From now on, we will use this categorization as levels of complexity of the knowledge to be achieved in the research. It is about establishing with these levels through specific objectives how far it is going to go on the scale of scientific knowledge. Consequently, to write the specific objectives, I propose to go through each of these levels, starting with the simplest, which is the exploratory, through the descriptive, until reaching the most complex, which is the explanatory.
However, when the situation has been studied, the exploratory level can be dispensed with and the descriptive one can begin. That depends on the complexity of the investigated event.
Bibliographic references
Arias, F. (2001) Myths and errors in the preparation of thesis and research projects. Caracas. Editorial Epistéme. Second edition.
Sow. H. (2000) The elements of the investigation. Santa Fe de Bogota. Editorial CODICE LTDA.
Colas, P. (1994) The qualitative methodology in Spain. Scientific contributions to education. Drone 46 (4) 407 - 421
Chávez Alizo, N. (2007.) Introduction to educational research. Maracaibo. ARS GARPHIC. Fourth Edition in Spanish.
Flórez, R. and Tobón, A. (2003) Educational and pedagogical research. Bogotá. Colombia. Mc Graw Hill.
Hurtado de Barrera, J. (2008) Holistic Research Methodology. Caracas. Sypal Foundation.
Nava de Villalobos, H. (2002) The legal investigation. How is the project developed? Maracaibo. Editorial EDILUZ.
Bartolomé, T. (1992) Quantitative research in education Understand or transform? Journal of Educational Research, 9 (17) 7 - 36
Sabino, C. (2002) The Research Process. Caracas. Editorial PANAPO de VENEZUELA.
Sandin, M. P (2003) Qualitative research in education, foundations and traditions. Barcelona Spain Mc Graw Hill.
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