4

FORMULATING A RESEARCH
PROBLEM

In this chapter you will learn about

Formulating aresearch problem in quantitative research
The importance of formulating aresearch problem in quantitative research
Sources of research problems
Considerations in selecting a research problem
Steps in formulating a research problem
How to formulate research objectives
The importance of establishing operational definitions
Formulating a research problem in qualitative research
 Keywords
concepts, dissect. research, research population,
operational definition, objectives, research subject area, validity.
qualitative research, problem, variable, working
quantitative study area, study definition.

At the |endof this chapter. you shoula have|an understanding|of

The process of formulating a research problem in qualitative and quantitative research
Sources and considerations in formulating a research problem
Formulation of research questions and objectives
Operationalising concepts and study population

formulating a research prob

The central aim of this chapter is to detail the process of
adopt depends upon:
lem,even though the specific procedure that you are likely to
your expertise in research methodology:
area;
your knowledge of the subject
Vour understanding of the issues to be examined;
study is predetermined; and
the extent to which the focus of your
methodology - quantitative, qualitative or mixed.
your own orientation to the research
specific
are not very familiar with the research process and/or do not have a very
If you chapter.
about what is to be researched, you need to follow every step detailed in this
jdea out
experienced researchers can take a number of shortcuts. The process
Howeve, more of the process of formu
the required knowledge
lined here assumes that you have neither about what is to be researched. If you have a
idea
lating a research problem nor a specific you do not need to go through this chapter.
enquiry,
specific idea for the basis of your idea is researchable as not all
problems lend
that your
However, you should make sure
themselves to research methodologies.
The research problem
assertion
you want answered and any assunmptionorora research
that
Broadly speaking, any question investigate can become a research problem
that you want to challenge
or
remember that not all questions can be
However, it is important to
topic tor your study. may prove to be extremely difficult to study.
problems and some
transformed into research 'Potential research questions may occur to us on a
(1985:38), not at all an easy
According to Powers et al. in ameaningful way is
basis, but the process of formulating them problem but it requires consider-
regular a
seem easy to formulatemethodology. Once you examine a
task'. As a newcomer it might
both the subject areaand research formulating an idea into a
able knowledge of complexity of
closely you will soon realise the PROBLEM
question more FORMULATING A RESEARCH
 problem which is researchable. 'First identifying and then
specifying a
research
might scenm like research tasks that ought to be easy and quickly
accomplished. problem
such is often not the casc' (Yegidis &Weinback 1991:35).
It is essential for the problem you formulate to be able to withstand
ofthe procedures requiredto be undertaken. Hence you should spend Scrutiny in terms
However,
in thinking it through. considerable time
The importance of formulating a research problem
The formulation of a research problem is the first and most important step of
process. lt is like the identification of a destination before undertaking a the research
absence of a destination, it is impossible to identify the shortest - or indeedjourney. In the
Similarly, in the absence of aclear research problem, a clear and economical plananyis route.
-

sible. To use another analogy, aresearch problem is like the foundation of a impos-
building. The:
type and design of the building are dependent upon the foundation. If the foundation
well designed and strong you can expect the building to be also. The research
prohla.
serves as the foundation of a research study: if it is well
tormulated, you can
study to follow. According to Kerlinger (1986: 17): "f one wants to solve aexpect good
a
must generally know what the problem is. It can be said that a large part ofproblem, one
the problem
lies in knowing what one is trying to do.' You must have a clear idea
with regard to what it
is that you want to find out about and not what you think you must
find.
A research problem may take a number of forms, from
the very simple to the very
complex. The way you formulate a problem determines almost every step that follows: the
type of study design that can be used; the type of sampling
the research instrument that can be used or strategy that can be employed:
developed; and the type of analysis that can be
undertaken. Suppose your broad area of interest is depression.
toconduct aresearch study on the services Further suppose you want
available topatients with depression living in a
community. If your focus is on finding out the types of service
depression,your study willbe mainly descriptive and qualitative available to patients with
in nature. Astudy of ths
type will be carried out using qualitative
want to find
research methodologies. On the other hand, if you
out the extent of use of these services,
that is, the number of people using
them, it will use mainly quantitative
nature. If your focus is on determiningmethodologies even if it is otherwise
the extent of use in relation to the descriptive
in
utes of the patients, the study will be personal attrib
classified as correlational (and quantitative). The
methodology used will be different than the one used in the case of a
Similarly, if your aim is tofind out the effectiveness of these descriptive study.
be classified as correlational and the services, the study willagain
study design, data collection methods and
belong to the quantitative methodology. Hence, it
analysis will
is important for you to
the way you formulate a
will have to follow during research problem determines all the subsequentunderstand that
steps that you
your research journey.
The formulation of a problem is like the
ity of the contents of the 'input' to a study, and the 'output' - the qua
research report and the validity of the
established - is entirely dependent upon it. Hence associations or causation
'garbage in, garbage out', is equally applicable to the famous saying about computers
RESEARCH METHODOLOGY research problems.
 Initially, you may
Remember that become more
confusi
your problem, for the on is often butconfused,
a first but this is
step normal and a
will be for you later on. clearer you are
about yourtowards clarity. Take time
sign ot progression.
Remember, this is the mostresearch
crucial step.
over formulating
problem/question,
the easier it

This section 0is of SourcesS of

research yet
do not to start. relevance you have notproblems
know whereparticular
If
if
to the next section. you have selected
already selected your topicaresearch
Most research in or
topic and
the question,
grammes and humani ties revolves around the four Ps: people,
go on
show that mostphenomena.
In fact, a
research revolves closer look at any problems, pro- StUDENIS vEWS
around these four [Link] academic or
occupat
a ional P'
vary from study to al field will
study but generally, in emphasis on
combination of at least two Ps.
You practice, most research studiesparticular may
or a may select a group of are based
community as such '-
people) to individuals (a group of upon a
relating to their lives, to
ascertain examine the existence of certain issues orindividuals,
existence of a regularity or their attitude towards an issue problems
intervention (programme). oCcurrence (phenomenon) (pproblem),
or to evaluate the
to establish the
Your focus may
phenomenon per se; for example, the relationship be on the study of an effectiveness of an
issue, an association or a
smoking and cancer, fertility and between unemployment and street crime,
mortality,
achievement and home environment, carried out delinquency and street crime, or academic
on the
individuals, groups, communities or organisations. The basis of infomation collected from
ing,discovering or establishing emphasis in these studies is on explor
associations
aspects of a programme: its ettectiveness, its
or causation. Similarly, you can
study different
structure, the need for it,
with it, and so on. In order to
ascertain these you collect informationconsumers'
from
satisfaction
people.
Every research study has two aspects: people
tion',while the problem,programme or provide you with the 'study popula
which information is phenomenon furnishes the 'subject area' about
collected. This is outlined further in Table 4.1, which shows the
aspects of a research problem.
You can study a problem, a programme or a phenomenon in any
from any professional perspective. For example, you can measure the academic fieldof
or
effectiveness a
programme in the field of health,education, social work, industrial management, public
health,nursing, health promotion or welfare, or you can look at aproblem from a health,
business or welfare perspective. Similarly, you can gauge consumers' opinions about any
aspect of a programme in the above fields.
Examine your own academic discipline or professional field in the context of the four
Ps in order to identify anything that looks interesting. For example, if you are astudent in
the health field there are an enormous number of issues, situations and associations within
each subfield of health that you could examine. Issues relating to the spread of adisease,
drug rehabilitation, an immunisation programme, the effectiveness of atreatment, the
extent of consumers' satisfaction or issues concerning aparticular health programme can
al provide you with a range of research problems. Similariy, in education there are several
ISSues: students' satisfaction with a teacher, attributes of a good teacher, the impact of the
FORMULATING A RESEARCH PROBLEM 65
 Table 4. 1 Aspets of a researchprobiern

Aspects of tntormation
a study about Study of Irnportance to the stuty
Shudy Peopte Individuals,organisations, groups, comnunities They proDde you vith te
popilation required irdosrnatin c Y
cotiect information frorn
about thern
Subject area Problem Issues and problerms facing a group of people,
description of situations, associations, needs, attitudes;
population profiles, service delivery process etc.
Programne Contents, services provided, adrninistrative structure,
services outcomes, Consumer satistaction, profile of
Inforrnation
to
that you rnees
collect to find answers
consumers, profile of service providers, effectiveness, to your service
research
cost benefit, etc. questions
Phenomenon Cause and effect, relationships, the study of a
phenomenon itself, etc.

home environment on the educational achievement of students, and the supevisory need.
of postgraduate students in higher education. Any other academic or occupational field
such as marketing research, social work, community psychology, tourism can similarly be
dissected into subfields and examined for a potential research problem. Most fields lend
themselves to the above categorisation even though specific problems and programmes
vary markedly from field to field.
The concept of the four Ps is applicable to both quantitative and qualitative research
though the main difference at this stage is the extent of their specificity,
dissection, precision
and focus. In qualitative research these attributes are deliberately kept very
loose so that you
can explore more as you go along, in case you find something of relevance. You do not
bind
yourself with constraints that would put limits on your ability to
section on Formulating a research problem in qualitative research'[Link] is a separate
later in the chapter, which
provides further guidance on the process.

Considerations in selecting a research

When selecting research problem or topic there are a
a problem
in mind which will help to ensure number of considerations to keep
that your study will be manageable and that you
remain motivated:

" Interest - This should be the most important

research endeavour is usually consideration in selecting a research problen. n
time-consuming and involves hard work and possibly untoresee
problems. If you select a topic which does not greatly interest vou. it could
ficult to sustain the required become extremely o
motivation and put in enough time and
Magnitude You should have sufficient knowledge
- energy tocomplere .
alise the work involved in about the research process to be able to v
completing the proposed study. Narrow the topic down to sometniiS
manageable, specifiC and clear. It is extremely important to
66 select a topic that you can manio3
RESEARCH METHODOLOGY
 within the time and with the resources at your
ehudy vou need to consider its magnitude disposal. Even if you are undertaking a descriptive
carefully,
Measurement of concepts - If you are using a concept in your study (in
make sure you are clear about its indicators and quantitative studies),
their measurerment. For example, if you plan to
measure the eftectiveness o anealth promotion programme or a
caakers in acountry or random breath testing programme. you programme to rehabilitate asylum
must be clear as to what determines
offectiveness and how it will be measured. Do not use concepts in your research
are not sure how to measure. Ihis does not mean you cannot problem that you
develop a measurement procedure as
the study progresses. While most of the developmental work will be
done during your study, it is
imperative that you are reasonably clear about the measurement of these concepts at this stage.
Level of expertise - Make sure you have an adequate level of expertise for the
task you are
proposing. Allow for the fact that you will learn during the study and may receive help from your
research supervisor and others, but remember that you need to do most of the work yourself.
Relevance - Select a topic that is of relevance to you as a professional. Ensure that your study
adds to the existing body of knowledge, bridges current gaps or is useful in policy formulation. This
willhelp you to sustain interest in the study.
Availability of data - If your topic entails collection of information from secondary sources (office
records, client records, census or other already published reports, etc.) make sure that this data is
available and in the format you want before finalising your topic.
Ethical issues - Another important consideration in formulating a research problem is the ethical
issues involved. In the course of conducting a research study, the study population may be
adversely affected by some of the questions (directly or indirectly); deprived of an intervention;
expected to share sensitive and private information; or expected to be simply experimental 'guinea
pigs'. How ethical issues can affect the study population and how ethical problems can be over
come should be thoroughly examined at the problem formulation stage.

Steps in formulating aresearch problem

The formulation of a research problem is the most crucial part of the research journey as
mentioned
the quality and relevance of your research project entirely depend upon it. As depends
(Figure 2.1)
earlier,every step that constitutes the how part of the research journey
the importance of this step,
upon the way you formulated your research problem. Despite books. This task is largely
other
there is very little available by way of specific guidance in
ANSWERABLE
RESEARC
students to learn for themselves.
lefteither to the teachers of research methodology or to
QUESTIONS

a very specific set of step-by

One of the strengths of this book is that it offers the beginner prescriptive.
labelled as
step guidelines in one place, despite the fear of beingconsists of a number of steps. Working
problem
The process of formulating a research
level of knowledge in the broad subject area
through these steps presupposes a reasonable
and the research methodology itself. A brief
within which the study is to be undertaken
the relevant literature helps enormously in broadening this knowledge base.
review of
'dissect' a subject area clearly and adequately.
Without such knowledge it is difficult to want to
do not know what specific research topic, idea, questions or issue you
If you steps
among students), going through the following
Tesearch (which is not uncommon what you want to find out about.
They will
immense help in deciding
willprove to be of subject area that could become the
basis of a
narrow down a
nelp you to select and
re_earch problem for your study. PROBLEM 67
FORMULATING A RESEARCH
 Step 1 ldentify a broad field or subject area of interest to you. It is imperative to do this
at
very beginning, before starting out on your research journey. Ask yourself, What is it the
really interests me as a professional12' In the author's opinion, it is a good idea to that
thiink about
the field in which you would like to work after graduation. This will help you to find an intu
esting topic, and one which may be of use to you in the future. For example, if you are a
work student, inclined to work in the area f youth welfare, refugees or domestic social
after graduation, you might take to research in one of these areas. Or if you are violence
marketing you might be interested in researching consumer behaviour. Or, as a student studying
public health, intending to work with patients who have HIV/AIDS, you might like to cond
research on a subject area relating to HIV/AIDS. Or you might be interested in becoming s
teacher.
Step 2 Dissect the broad area into subareas. At the outset, you will realise that all the broad area
mentioned above - youth welfare, refugees, domestic violence, consumer behaviour and HN
AIDS - have many aspects. For example, there are many aspects and issues in the area of
domestic violence, illustrated in Figure 4.1.
The more you think or read about an area the more subareas you will identify, For
instance, you can go through, the broad area of alcoholism (see Step 2 in Fig. 4.2). In
preparing your list of subareas you should als0 Consult others who have some knowledge
of the area and the literature in your subject area. Once you have
developed an exhaustive
list of the subareas from various Sources, you can proceed to
the next stage where you
select what will become the basis of your enquiry.
Step 3 Select what is of most interest to you. It is neither
advisable nor feasible to study all
subareas. From your list, select issues, questions or subareas about which you
are pas
sionate. Your interest should be the most important
though there are other considerations as discussed in the
determinant for selection, even
decide what interests you most is to start with a process of previous section. One way to
list and delete all those subareas, issues or elimination. Go through your
questions
ested. You will find that towards the end of this
in which you are not very inter
you to delete anything further. You need to process, will become very difficult for
it
that is manageable, considering the time continue until you are left with something
other resources needed to undertake the available to yOu, your level of expertise and
study. Once you are confident that you have
selected something that you are passionate
to the next step. about and can manage, you are ready to go
Step 4 Raise research
questions. At this step ask yourself, What is it that Iwant to
in this subarea?" Make a list of find out
whatever questions come to mind relating to your about
subarea and if you think there are too many to be chosen
of elimination as in step 3. manageable, go through the same process
Step 5 Formulate
objectives. Both your main objectives and your
formulated, based on your research questions. The main
subobjectives noW need to be
research questions is the way in difference between objectives and
that - questions. Objectives which they are written. Research questions are obviously
transform these
action-oriented phrases such as 'to find out', "toquestions into behavioural aims by using
ine'. Some researchers
prefer to reverse the process:determine', to ascertain' and 'to exam
formulate research questions from them. that is, thev start from
Some objectives and
research questions, and do not researchers are satisfied only wit
formulate objectives at all. If you prefer to
research questions or only objectives, this is fine. but keep in have only
your institution for research mind the
next section. proposals. For guidance on formulating requirements ol
RESEARCH METHODOLOGY objectives, see tne
 Subject area

Subareas
Profile of families in which
DV
Profile of the victims of DV occurs
y
Profile of the
perpetrators
Reasons for DV
Domestic violence Extent and types of DV
(DV) Impact of DV on the family
Impact of DV on children
Services available to the victims of DV
Effectiveness of the services provided to the victims of DV
Extent of DV in a community
etc.
Eioure 4.1 Dissecting the subject area of domestic violence into
subareas

Step 6 Assess your objectives. Now examine your objectives to ascertain the
feasibility of achieving
them through your research endeavOur. Consider them in the light of the time,
resources
(financial and human) and technical expertise at your disposal.
Sten 7 Double-check. Go back and give final consideration to whether or not you are sufficiently interested
in the study, and have adequate resources to undertake it. Ask yourself, 'Am Ireally enthusiastic
about this study?" and Do Ireally have enough resources to undertake it?'Answer these questions
thoughtfully and realistically. If your answer toone of them is 'no', reassess your objectives.

Figures 4.2-4.4 operationalise steps 1-7 with examples from different academic disci
plines (health, social work/social sciences and community development).

The formulation of research objectives

objectives inform
Objectives are the goals you set out to attain in your study. Since theseimportant to word
is extremely
the reader of what you want to achieve in the study, it
them clearly and specifically.
main objectives and subobjectives. The main
It is important to distinguish between your study. It is also concerned with the main
objective relates to the overall thrust of
subobjectives
and relationships that you seek to discover or establish. The
associations frame
of the topic that you want to investigate within the main
ae the specificaspects
work of your study.
listed numerically. They should be worded clearly and
Subobjectives should be subobjective contains only one aspect of the study.
unambiguously. Make sure that each objectives should
words or verbs when writing your objectives. The measure' and to
Use action-oriented find out', to ascertain','to
'to determine', 'to
otart with words such as 69
PROBLEM
explore'. FORMULATING A RESEARCH
 alcoholism
children'sthe
Raise
research
questions
relations?
on different
the situation
effects relations
does affect
of finances?
family's
steps. Step
4 maritalaspects the
impact the affectsfinancial
it familymarital
following does are
on various
How lives?
Whathave What the
Formulate
objectives
alcoholism
the
on
the on on
1 2 3 alcoholism
take alcoholism alcoholism
Step
5
which
problem
of in lives
interest of impact of
research Effects
of
alcoholism effects ways effects
children's
on
the
family
of thethe
Specific
objectives: etc.
Step
3 subareas
to
you the the
your
Main
objective: determinefamily,
ascertain
out of out
aspects
formulating find findthe
Select
to to to to of
1 2 3
In
alcoholism,
an on towards the
becoming
alcoholism
alcoholism in youat research
Dissect
into
subareas objectives resources
supervisor's)
technical
of a treatment
model,
etc. to area
alcoholics attitudes
of
area Make
Sure available
involved
effectiveness Step
6
Step
2 your the alcoh
the of of disposal
your
of
these financial in
process community
in of
familyalcoholism
causes effects
the
alcoholic work
time
(and expertise
study
profile light
of:
Assess your -
thethe the the thethethe probl
a
conduct 1 2 3 4 5 6 1 2 3 4

resea
to
want technical
the
subject adequate a
formm
you the
study undertake
Suppose Double-check
reallywith
main Alcoholism the
Step
1 Step
7 the
area agreehave have
the arein objectives to Steps
in
interested resources
expertise
1: ldentify you you you you
EXample study
that that that that Figure
4.2

1 2 3 4
 between and
Raise
research
questions
declines?
mortality
when in fertility
fertility that
decline
socioeconomic-demographic
lagin of factors
Step
4 to time start
declinefertility?
in the
decline the and in
and changes
happens and to
theof theto mortality
fertility relation
fertility?
etc.
contribute fertility
is startmortality
are
What What of
What betweenin in in extent
the
Formulate fertilitydeclinechanges
objectives
2 3 the
1
relationship
Step
5 in the and
decline thebetween
between population
affect
the the relationship
interest
Relationship
between
mortality
and
fertility explore of lag that
extenttime factorsthe
fertility
mortality
Step
of
3 subareas
objectives:
Specific the of
characteristics
to
you to the the the
objective: in
ascertain
out indeclinedeclineexplore
identify
steps. mortality
mortalityfind
Select
these Main to to theto
3 to
1 2 4 mortality
Follow

mortality. and
fertility
the
fertility
relationship
between on on
and
fertility in youresources
at
research
subareas
into
Dissect contraceptives
services objectives
technical
supervisor's)
fertility etc.
fertility
behaviour, to area between
and Make
sure involved
available
Step
2 Step
6 your the
health
between fertilityof thedisposal
your
3financial in
and
mortality
determinants these (and expertise relationship
work
time
behaviourof mortality
in mortality of
relationship impact
impact light
of: the
Assess your
trends the

1 2 4 the
2 3 4 5
-
the problem
study
interested
really research
to technical
the
want subject
and
Fertility
mortality the adequateundertake
you Double-check
with a
the
main Step
7 Formulating
Suppose1
Step
area agree have have
are
that
youin
the
study to
the objectives expertise
resources
you you you
2:
Example ldentify study
that that that
4.3
1 2 3 4
Figure
 define achieved?
be used
community
consumers responsiveness
community
of
responsiveness
effectiveness responsiveness'
'community
responsiveness strategies
the
questions
Raise
research and
providers
service
administrators,
planners, be
and
providers
service community
can
health responsiveness? community
Step
4 indicators
the of
effectiveness
the strategies?
evaluate community
do can of responsiv
How How What concept
planners,
to of
objectives
Formulate
of
1 2 3 concept the
effectiveness the
services evaluate
administrators,
Step
5 implement
communit
the services
health understand
to
the
indicators
responsiveness
Community to
interest health healthof
of healthstrategies
evaluate impleme
delivery
consumers
subareas
of of services
how in
Specific
objectives:
of
responsivene
set
Step
3 to
you delivery to the
the
objective:
ascertain adevelop
in identify
the
strategies
service in
Select used
in Main to to to
1 2 3
steps.

these
professionals your
health
Follow to services
schemes
insurance
health responsiveness
community
8 the
consumersS youat research
services
provided
health
subareas
into
Dissect healthhealth
services
towards in technical
superviso
resources
in objectivesto area
health. peopleethics
theservices
available
to Make
Sure involved
available
Step
2 health of Step
6
of
the
community delivery (your the
effectiveness to the etc.
services, financial in
of
area the of adherence
practices
of your work disposal
time and experti
training attitude
of the of:
light
Assess your
the cost thethe the
in
in
study 1 2 3 4 5 6 7 1 2 3 4

a
conduct

interested
to
want subject
the adequate
you Double-check
reallywith
Step mainarea Health Step
7
Suppose1 agreehave
the
are in
the
study
objectives
resources
ldentify you you you
Example
3: that that that

1 2 3
 +
ldentify ldentify
Clear Complete Specific the mairn the direction
variables to of the
be correlated relationship

Descriptive studies
Correlational studies (experimental and non-experimental)
Hypothesis-testing studies
Figure 4.5 Characteristics of objectives

The way the main objectives and subobjectives are worded determines how your
research is clasified (e.g. descriptive, correlational or experimental). In other words, the
wording of your objectives determines the type of research design you need to adopt to
acbieve them. Hence, be careful about the way you word your objectives.
Irrespective of the type of research, the objectives should be expressed in such a
way that the wording clearly, completely and specfically communicatesyour inten
tion to your readers. There is no place for ambiguity, non-specificity or incompleteness,
either in the wording of your objectives or in the ideas they communicate. Figure 4.5
displays the characteristics of the wording of objectives in relation to the type of
research study.
describe the
If your study is primarily descriptive, your main objective should clearly unless these
location
major focus of your study,even mentioning the organisation and its
are to be kept confidential (e.g. to describe the types of treatment programme provided
or to find out the
by (name of the organisation] to alcoholics in [name of the place](name of the health
opinion of the community about the health services provided by
and its
centre/department] in (name of the place]). Identification of the organisation
place and the organisation
location is important as the services may be peculiar to the
to similar populations.
and may not represent the services provided by others
to the frst three characteristics
If your study is correlational in nature, in addition
should also include the main
shown in Figure 4.5, the wording of the main objective
migration on family roles or to
variables being correlated (e.g. to ascertain the impact of comprehension of students).
compare the effectiveness of different teaching methods on the
hypothesis, the wording of the main
If the overall thrust of your study is to test a relationship being tested (e.g. to
objectives should also indicate the direction of the
increase the incidence of street crime, or
ascertain if an increase in youth unemployment will child health services to Aboriginal
maternal and
to demonstrate that the provision of
people in rural Australia willreduce infant mortality).

The study population

every
have focused on only one aspect of a study, the research problem. But
So tar we aspect, the study population, from
whom the
Study in social sciences has a second
PROBLEM 73
FORMULATING A RESEARCH
 information required to find answers to your research
question is obtained. As
Darrow the research problem, similarly you need to decide very specificall. uyou
clearly who constitutes your study population, in order to select +ho
respondents.
Suppose you have designed a study to ascertain the needs of young people
appropriate
living
a community. In terms of the study population, one of the first questions you need into
answer is 'Who do l consider to be a young person? You need to decide, in measurable
terms, which age group your respondents should come from. Is it those
between
18, 15 and 20, or 15 and 25 years of age? Or you may be interested in some other
15 and
group. You need to decide this before undertaking your research journey. Haviage
decided the age group that constitutes your 'young person', the next question you ne
to consider is whether you want to select young people of either gender or confine h
study to one only. In addition, there is another dimension to consider: that is, what
constitutes the community? Which geographical area(s) or ethnic background shoula
you select your respondents from?
Let us take another example. Suppose you want to find out the settlement process of
immigrants. As a part of identifying your study population, you need to decide who vo,
would consider an immigrant. Is it aperson who immigrated 5, 10, 15 or 20 years ag0?
You also need to consider the countries from where the immigrants come. Will
you
select your respondents irrespective of the country of origin or select only those who
have come from a specific country or countries? You need to narrow your definition of
the study population as you have done with your research problem. These issues are
discussed in greater depth in the next section.
In quantitative research, you need to narrow both the research problem and the
study
population and make them as specific as possible so that you and your readers are clear
about them. In qualitative research, reflecting the 'exploratory'
approach, both the study population and the research problem philosophical base of the
flexible to ensure the freedom necessary to obtain varied andshould remain loose and
rich data if a situation
emerges.

In defining the
Establishing operational definitions
problem youmay use certain words or items that are as
to measure and/or the such difficult
understanding of which may vary from
to develop, define or respondent
ent. In a research study it is to respond
important
indicators or yardsticks in order to establish a set of rules,
It is sometimes also important to establish clearly the meaning of such words/items.
need to obtain the required define clearly the study population from which you
use either in your research information. When you define concepts that you plan to
problem arnd/or in identifying the study
measurable form, they are called operational population in a
must understand that these definitions working [Link]
or
operational
purpose of your study and could be quitedefinitions that you develop are only for the
by others. The different from legal definitions, or those used
meanings you assign to the
study and are designed to remove concepts are only for the purpose of yo
ambiguity when selecting or
RESEARCH METHODOLOGY communicating wiu
 your respondents. As the
person, your operational understanding
of concepts can vary
definitions
will inform your markedly from person to
the concepts that you have used in your
study.
readers what exactly you mean by
Let us take an example from
studies where the main
out the number of
objectives are:
1. tofind children living below the poverty line in
accertain the impact of immigration on family roles Australia,
the among immigrants.
3. to
measure
effectiveness of a retraining programme designed to help young
people.
Although these objectives clearly state the main thrust of the studies, they
citic in terms of either the main variables to be studied or the are not spe-
cannot count
the
number of children living below the povertystudy populations. You
line until you decide
what constitutes the poverty line and how to determine it; you cannot find out the
impact ofimmigration on family roles unless you identify which roles constitute family
roles; and you cannot measure effectiveness until you define what effectiveness is. On
the other hand, it isequally important to decide exactly what you mean by 'children';
immigrants or young. Up to what age will you consider a person to be a child? Who
wOuldyou consider young? Who would you consider to be an immigrant? In addition,
will vou consider immigrants from every country or only a few? In many cases you need
to
develop operational definitions for the variables and concepts you are studying and
for the population that becomes the source of the information for your study. Table 4.2
exam
lists the concepts and the population groups to be operationalised for the above
avoid ambiguity
ples. Defining these clearly by developing operational definitions will
and confusion.
dictionary
Operational definitions may differ from day-to-day meanings as well as
helpful in identifying either your
or legal definitions. These meanings may not be
population or the concepts you are studying. Though in daily life you often
study 'immigrant' loosely, you need to be more
use words such as 'children', 'youth' and should work through your own
them in a research study. You
Specific when using
definitions.

concepts and study populations

Table 4.2 Operationalisation of
Population to be studied
Concept to be studied
Study populations Issues
Issues
Study Concepts Who would you consider
What constitutes the Children
achild?
1 Poverty line poverty line"? Who would you consider
Immigrants
What constitutes 'family an immigrant?
2 Family roles consider
roles'? Whowould you
What constitutes The young a young person?
3 Effectiveness 'effectiveness'? population - define in
operationalise the study immigrants' and
define in practical, identifiable terms 'children,
You must: operationalise the concepts - line',
measurable terms 'poverty young'
Observable and
'effectiveness' 75
family roles' and RESEARCH PROBLEM
FORMULATING A