موضوع9:تحقیق میں مفروضے کی اہمیت
مفروضات:
مفروضات ،مفروضہ کی جمع ہے اسے فرضیہ بھی کہتے ہیں مفروضہ یا فرضیہ کی فن تحقیق کے ماہرین نے مختلف تعریفیں کی ہیں۔سادہ اور پچیدہ مسائل کے لئے فرضیات کا استعمال کیا جاتا ہے۔ ان کے اطلاق کی مثالیں ہمیں روزمرہ معمولات میں ملتی ہیں۔
فرضیہ ایک آزمائشی اور توضیحی بیان ہوتا ہے جو دو یا دو سے زیادہ متغیرات کے تعلق کے بارے میں موجود ہوتا ہے۔ اس تعلق کا تجرباتی طور پر مشاہدہ کیا جا سکتا ہے۔چونکہ فرضیہ تحقیق کا ایک اہم ذہنی آلہ ہوتا ہے ، اس کی حیثیت ایک سائنسی اندازے کی ہوتی ہے جو کسی عملی یا نظری مسئلے سے متعلق متغیرات کے تعلق کے بارے میں قائم کیا جاتا ہے۔سید جمیل احمد رضوی کے بقول:
"روزمرہ زندگی کے معمولات میں رائے(Opinion)کا لفظ کثرت سے استعمال کیا جاتا ہے۔ شروع میں محقق زیرتحقیق مسئلے کے حل کے لیے کوئی ایک رائے یا چند آرا قائم کرلیتا ہے۔ان میں سے ہر ایک کو فرض یہ کے نام سے تعبیر کیا جاتا ہے۔"
ہل وے کے مطابق:
"لغت کے اعتبار سے فرضیہ اس کو کہا جاتا ہے جو نتیجے یا نظریے سے کم یا کم یقینی ہوتا ہے۔ یہ ایک معقول اندازہ ہوتا ہے جس کی بنیاد اس شہادت پر ہوتی ہے جو اندازہ لگانے کے وقت موجود ہوتی ہے۔محقق دوران تحقیق کئی فرضیات بنا سکتا ہے یہاں تک کہ وہ آخر میں ایک ایسا فرضیہ یا لیتا ہے جو زیرتحقیق صورتحال سے بہت زیادہ زیادہ مناسبت رکھتا ہے یا جو تمام معلومات کی توضیح نہایت عمدہ طریقے سے کرتا ہے۔"
ڈاکٹر شین اختر کے بقول:
"مفروضہ اسکالر کو حقائق اور اعداد و شمار کی ایک وسیع و عریض دنیا میں لے آتا ہے ،جہاں اسے اپنے کام کے مواد کا انتخاب کرنا ہے۔یہ مواد ایسا ہوتا ہے...
The rise of Islam, which emerged as a panacea for the world problems is seen as a problem itself by the west today. The reason for this blame is the rise of extremism and Islam phobia in the western societies. This has serious implicat-ions for personal, communal, national and international security. The involve-ment of youth in extremist exertions is very high. They are being more action-oriented, easy to be influenced by radical ideologies and as an agent for thrus-ting social change. Keeping in consideration the role of youth in adopting to or combatting extremism, it is imperative to find the perception of this important population about the problem under investigation. The research study was conducted in six universities in the federal capital Islamabad to reach to the youth’s population. The research was guided by research questions that aimed at exploring students’ perception about extremism and its various dimensions. The researcher collected data through an open-ended questionnaire from 1840 students to seek an in-depth understanding of the problem. In order to increase credibility in the findings, the researcher conducted focused group interview with 12 young faculty members. The data from the questionnaires were conver-ted into percentages based on common themes. The interview data set were thematically analyzed to understand the causes of extremism and its suggested solutions. Recommendations were suggested to tackle the menace of extremism in Pakistan.
This study was designed to find the comparative effects of teaching Physics through inquiry method, and traditional lecture method, and analyze effects of these methods on Grade 9 students’ attitude towards Physics. The objectives of the study were (a) to find the effectiveness of teaching Physics to Grade 9 through inquiry teaching method (ITM) on academic achievement of male and female students, (b) to find the effectiveness of teaching of Physics to Grade 9 through traditional teaching lecture method (TTLM) on academic achievement of male and female students, (c) to find comparative effectiveness of teaching Physics to Grade 9 through inquiry teaching (ITM) and traditional teaching lecture method (TTLM) on academic achievement of male and female students,(d) to find comparative effectiveness of inquiry teaching method (ITM) and traditional teaching lecture method (TTLM) in teaching of Physics to Grade 9,(e) to find the attitude towards Physics of male and female students in the teaching of Physics through inquiry teaching method (ITM), (f) to find attitude towards Physics of male and female students in the teaching of Physics through traditional teaching lecture method (TTLM) and (g) to find the attitude towards Physics for Grade 9 of male and female students in the teaching of Physics through inquiry teaching method (ITM) and traditional teaching lecture method (TTLM).Fifty four (54) null hypotheses were tested in order to achieve the objectives. Two hundred and forty (240) science students (120 male and 120 female) of Grade 9, from four schools were constituted as sample of the study. Students of each school were divided into two equivalent groups i.e. control and experimental group on the basis of Pre-test of (academic achievement and attitude toward Physics). Experimental groups were taught through inquiry method and control groups by traditional lecture method for twenty two weeks. Post-test of academic achievements, and Pre-test of attitude toward Physics, were administered after treatment to assess the difference in performance of all groups. The data obtained were tabulated and analyzed to compute mean, standard deviation and t-value. The data collected by Pre-test of academic achievement, Post-test academic achievement, Pre-test of attitude towards Physics and Post-test of attitude towards Physics were analyzed through SPSS 16.0 software; t-test was applied to test null hypotheses at significance level(0.05). The performance of the experimental group on Post-test of academic achievement, and Post-test attitude towards Physics were significantly more effective, than Pre-test of academic achievement, Pre- test of attitude towards Physics and the control groups, this proves that inquiry teaching method is more effective, than the traditional lecture method in learning Physics. Performance of experimental group (boys) was better than the experimental group (girls) in all learning domains and attitude towards Physics. On the basis of findings, conclusions were drawn and recommendations were made accordingly.