Data, facts, and feelings – a brief overview

This is a short introduction to some heuristics to consider when facing pundits, right or left

When facing an argument in which data and/or statistics are being bandied about:

• What was the research question(s) or hypothesis asked or addressed in the study? 

Why is this important? A research question(s) or hypothesis can describe the scope of the research. For one, much hinges on the questions asked in the beginning of a study or the hypothesis presented forth. In academe, researchers sometimes focus on a particular aspect that might not have been addressed in previous studies on a topic or in a subject area, thus further contributing new knowledge. Also, this is usually where researchers establish their premise(s)

• What studies have been done on this topic prior to this most recent study?

Reading through as many pertinent studies on a particular topic or subject enhances understanding of how the research has changed over a time or how researchers have noted changing trends and developments on a topic or in a subject area

• What were the intentions of the researchers? Were they addressed in the study?

This might be one of the tougher aspects to determine when researching a topic or subject area. Sometimes researchers will identify their intentions within their studies in order to clarify their goals. By doing this, researchers can achieve verisimilitude in the sense that they are seeking to share personal thoughts and goals with their intended audience

• What assumptions were addressed prior to the research? Were the assumptions addressed in the analysis of the data or in a follow up section?

Many researchers have a tendency to do this in their studies, depending on their previous knowledge of the subject matter or topic they are researching, or the findings or conclusions they reach in a study. Usually in inductive approaches where the majority of the data collected might be qualitative researchers will identify their assumptions early on in the study 

If they do not identify their assumptions, then it could be that they did not factor in the research enough to affect the results or outcome, or that the literature they reviewed prior to the study resolved those assumptions. Another aspect to consider when reading a study is if the researchers addressed any limitations. Limitations can pertain to the amount of time, resources, or participants involved in a study as well as other things

• Where does the raw data come from? What demographics were focused on or collected?

This is an important aspect of research since researchers usually carefully select their population pools or participants in order to meet their goals. Sometimes researchers use the same or similar demographics from previous studies, such as race, gender, and age among many others. Consider the sample size as well

Demographics and factors such as these along with their research questions, or hypothesis, are portrayed in their instrumentation, such as a survey, questionnaire, or set of interview questions when administrating and collecting their data. So, researchers should also mention how they administered and collected their data. In terms of instrumentation, researchers can adopt a preexisting instrument and adapt it to fit their purposes 

• What were the variables, such as dependent, independent, controlled, intervening, moderator, and extraneous?

Essentially, variables are anything that contain a quantity or quality that varies. Researchers tend to focus on dependent variables. The kind of variables researchers choose to focus on in their study should best suit their research questions, or hypothesis, as well their intended goals. Sometimes other variables can affect the dependent variables during the course of investigation. If this happens, researchers should mention it in their analysis and findings

• What methodology was used to collect the data? What method of analysis was used to interpret the raw data?

Researchers usually identify their method or process of collecting, storing, and analyzing data. Sometimes researchers use multiple levels of data collection and analysis that can include qualitative and quantitative approaches. This depends on the purpose of their research

• Can the results be replicated (if applicable)?

This, along with validity and reliability, is important in proving the worth and impact of a study. Other researchers should be able to use the methodology in their own research

• What forms of sponsorship did the researchers receive (if applicable)?

This is not necessarily a requirement, except perhaps for IRB (Institutional Review Board) purposes within academic institutions, though, still it is good to know if a researcher or group of researchers was hired or received funding from organizations

Data does not always equate with facts

Researchers, organizations, and sponsors can be biased in asking their research questions, or they might not address their assumptions, not clarify their intentions, only cite specific sources that, while relevant might not represent a larger picture (regional, state, national, or global) of the topic or questions being examined (or they might not clarify that the scope of their research is narrow for a particular study), and they might create and use skewed instrumentation, thus skewing the results

Of course, be aware of the pundits presenting or pressing data in arguments

Try to understand and know their intentions for using such data

Can the facts or statistics derived from data that is obtained through acceptable research methods be portrayed in unbiased ways?

When an individual is explaining, describing, or revealing facts or statistics pertaining to a topic, can they completely eliminate their feelings toward those facts or statistics?

On a side note, I would like to pose a question pertaining to free speech on college campuses since this has recently been in the alternative media lately

If campus administrators, the local or regional authorities, student or community protesters, albeit liberal or left leaning progressives, oppose particular controversial individuals, either based on their reputations, activities, or affiliations, from speaking at the school about controversial topics, are they opposing the actual presentation of those controversial topics or the controversy surrounding that particular speaker and the rhetoric and language in which they present those topics?

Some texts to consider

Publication Manual of the American Psychological Association, sixth edition by the American Psychological Association (2009)

Grounded Theory: A Practical Guide by Melanie Birks and Jane Mills (2010)

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, fourth edition by John W. Creswell (2012)

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, fourth edition by John W. Creswell (2013)

Quantitative Research Methods for Communication: A Hands-On Approach, third edition by Jason S. Wrench, Candice Thomas-Maddox, Virginia Peck Richmond, and James C. McCroskey (2015)

Social Research Methods, fifth edition by Alan Bryman (2016)

Communication Research Methods, third edition by Gerianne Merrigan and Carole L. Huston (2017)