Overview

This chapter first introduces you to the importance of developing a hypothesis for a research-based capstone project.  The purpose of developing a hypothesis is explained and an example is provided.  The characteristics of a good hypothesis are illustrated and strategies for formulating a hypothesis are addressed.  Strategies for developing aims and objectives for a research-based capstone project and its relationship to the project’s hypothesis are addressed.  This chapter ends with a brief discussion of hypothesis testing and its correlation with data, statistical testing, and outcomes reporting.

Introduction

The development of a guiding question and supportive hypothesis is a necessary key step in any research-based capstone study.  The research question and associated hypothesis are interlinked and will influence the study’s design.  Furthermore, the capstone project’s primary objective should be coupled with the project’s hypothesis.  It is important for a research-based capstone project’s objectives to focus on outcomes that are important to stakeholders and that are clinically relevant.  Focusing resources, time, and dedication to the development of a relevant guiding question, hypothesis, and objectives will help to guide you through a successful research-based capstone project, influence the interpretation of the results, and impact future dissemination of information efforts (Farrugia, et al., 2009).

Hypotheses

A research hypothesis is the statement created by a researcher when they speculate upon the outcome of their research-based capstone project.  Research-based capstone projects based on program design, development, and implementation that focus on an identified problem or need should also have a hypothesis. The hypothesis is fundamental to the completion of a research-based capstone project.  Without a hypothesis, you will not have a comprehensive capstone experience because learned critical elements of the research process and capstone project conclusions may be limited in scope.  Elements included in a good hypothesis include:

• Developing a succinct question based on a reasonable, logical, and relevant problem or need
• A scoping review of literature

The importance of the hypothesis is directly dependent on previously known facts, potential solutions, and expected results from the variables being analyzed.  Consequently, the hypothesis becomes the center of a research-based capstone study, the data obtained, and the conclusions reached.  With the data collected and reviewed, the hypothesis can be supported or not, based on the findings that have been gathered (Toledo, Flikkema & Toledo-Pereyra, 2011).  (Refer to Table 4.1:  Purpose and Importance of a Hypothesis).

Table 4.1:  Purpose and Importance of a Hypothesis

Source:  Mourougan, S., & Sethuraman, K. (2017). Hypothesis development and testing. IOSR Journal of Business and Management (IOSR-JBM), 9(5), 34-40.

Formulating a Hypothesis

As we have discussed, capstone projects usually begin with the identification of a problem or need.  Guiding questions, objectives, and a hypothesis provide a specific restatement of facts that may be tested for further review.  Whether experimental or observational, a hypothesis spells out an anticipated relationship between independent and dependent variables.  This relationship may or may not be true, which is why the research-based capstone project is being conducted (Malhotra, 2013).  A starting point for formulating a hypothesis is establishing a null hypothesis on the basis that the relationship between two or more variables is independent.  A null hypothesis assumes that there is no difference between participants in relation to their attitude, knowledge, personality, or any other variables that are being tested within a research-based capstone project.  Ultimately the objective of carrying out statistical tests is to accept the null hypothesis or reject it.  A rejected null hypothesis means that a change post-intervention occurred and that there is indeed a difference or a relationship between variables.  This is also referred to as the alternate hypothesis.   Therefore, it is important to consider the null hypothesis and alternate hypothesis when developing a research-based capstone project (Burke & Dempsey, 2022). Consequently, when formally testing statistical significance, the hypothesis should be stated as a null hypothesis.  (Refer to Table 4.2:  Alternate Hypothesis and Null Hypothesis Example)

Variables

Variables are measurements that are identified within a research-based capstone project.  Variables characterize a concept, or factor, that can have more than one value. Consequently, a factor becomes a variable by virtue of how it is used within a research-based capstone project.  Basically , there are two types of variables:

              Independent Variable:  An independent variable is also referred to as a predictor variable.  It is a condition,                                                               intervention, or characteristic that will predict or cause a given outcome

             Dependent Variable:    A dependent variable is also referred to as an outcome variable.  It is a response or                                                               effect that is presumed to vary depending on the independent variable

Table 4.2:  Alternate Hypothesis and Null Hypothesis Example 

A well-grounded hypothesis indicates that the researcher has sufficient knowledge in a specific area to undertake a research-based capstone project.  Furthermore, a well-grounded hypothesis gives direction to the collection and interpretation of data (Mourougan & Sethuraman, 2017).

Characteristics of a Good Hypothesis

A good hypothesis is based on a good guiding question (refer to Chapter 3).  The hypothesis is developed from the guiding question and also from the main elements of a research-based capstone project:  sampling strategy, intervention, comparison (if applicable), and outcomes.  Simply, the main elements of a research-based capstone project are summarized in a form that establishes the basis for testing, statistical, and ultimately clinical significance (Refer to Table 4.3:  Characteristics of a Good Hypothesis).

Table 4.3:  Characteristics of Good Hypothesis

Source:  Mourougan, S., & Sethuraman, K. (2017). Hypothesis development and testing. IOSR Journal of Business and Management (IOSR-JBM), 9(5), 34-40.

Drafting an Objective(s) for a Research-based Capstone or Capstone Project

While penning down  your capstone topic, PICO question, and hypothesis can be a great deal of time and effort, drafting study objectives can be viewed as an extension of your research-based capstone project’s hypothesis. The study objective(s) define the specific aims of the project and should be clearly stated in the introduction of the research-based capstone or capstone protocol.  Furthermore, study objectives are active statements about how a capstone project is going to answer the specific guiding question by indicating the overall nature and scope of the capstone project (Farrugia, et al., 2010; Malhotra, 2013).

The initial capstone journey that one navigates is typically comprised of scoping the literature (phase 1), conceptualizing a guiding question, formulating a hypothesis (in the case of a research-based capstone project), and drafting project aims and objectives.  A well-structured process, as described within this guidebook can be helpful as you continue your capstone experience (Malhotra, 2013).

Hypothesis Testing for Research-Based Capstone Projects

The purpose of hypothesis testing is to make an inference about the population of interest based on a random sample taken from that population.  Hypothesis testing is a statistical technique that will indicate whether a stated hypothesis is supported. It is during this phase of the research-based capstone project that you will meet with your institution’s statistician, mentor, and capstone instructor(s) to determine the appropriate method for testing:   whether nothing happened (null hypothesis) or something happened (alternate hypothesis).  Although we have briefly addressed the purpose of hypothesis testing, the concept of statistical testing is complex; therefore, the details for this component of a research-based capstone project are beyond the scope of this guidebook

Conclusion

Designing a hypothesis and objectives are supported by a good guiding question and will influence the design for a capstone project. Acting on the principles of creating an appropriate hypothesis and study objectives, as outlined in this chapter, you will be on your way to creating a research-based capstone project that will produce clinically relevant results that can effectively contribute to evidence-based practice.