CHAPTER 1

PROBLEM IDENTIFICATION
and
CONCEPTUALIZATION

(MODULE)

EXCEL JAMES B. ESPINAR

MAED HISTORY (Philippine History Stream)
Discussant

DR. CHRISTIAN LAMUD

Methods of Research Professor

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 TOPIC I
RESEARCH PROBLEM IDENTIFICATION

INTRODUCTION:
In the research process, the initial and most crucial step is the selection and precise definition
of a research problem. A researcher must identify and articulate the problem in a manner that
makes it amenable to investigation. Similar to agricultural scientist, a researcher must carefully
assess all symptoms associated with a problem of plants, whether presented to them or observed,
before making an accurate diagnosis for it. To define a problem accurately, a researcher must
understand its nature: what constitutes a problem?

The term "research problem" refers to a specific question, issue, or area of inquiry that a
researcher wants to investigate or explore through the process of research. It represents the central
focus or challenge that guides the research endeavour. The research problem is typically formulated
based on gaps or deficiencies in existing knowledge, unresolved questions, practical concerns, or
emerging issues within a particular field or discipline. The identification and definition of a research
problem are critical steps in the research process, as they shape the direction, scope, and objectives
of the study. A well-defined research problem provides clarity and focus, helping researchers to
design appropriate research methods, collect relevant data, and analyse findings effectively.

DEFINITIONS OF THE PROBLEM

The obstacles which hinder our path are regarded as problem. Different definitions of the
problem are given below;

“Problem is the obstacle in the path of satisfying our needs.”

By - John Geoffery

“Problem is a question which is to be solved.”

By - John. G. Tornsand

“To define a problem means to put a fence around it, to separate it by careful distinctions from like questions
found in related situations of need.”
By - Whitney

“A problem is a question proposed for a solution generally speaking a problem exists when there is a no
available answer to same question.”
By - J.C. Townsend

WHY RESEARCH QUESTION IS IMPORTANT?

The significance of the research problem cannot be overstated. Simply having an interesting
topic does not serve for meaningful academic research. Without a precised defined research
problem, one risks embarking on a meaningless and unwieldy project. There is a potential for
redundancy, as one may accidentally repeat existing ideas, attempt to cove too much ground, or
engage in research lacking a coherent purpose and rationale. A well- articulated problem is
imperative for conducting research that introduces fresh and pertinent perspectives. Whether
embarking on a thesis, initiating a research paper, or formulating a research proposal, defining the
research problem serves as the foundational step toward understanding precisely what will be
pursued and the underlying rationale.

WHAT IS RESEARCH PROBLEM?

Defining the research problem is a crucial first step in any research endeavour. It sets the
direction, scope, and focus of the entire study. Here's a step-by-step guide on how to define a
research problem effectively:
1. CHOOSE A BROAD TOPIC: Start by identifying a general area of interest or a topic that
you want to explore. This could be something you're passionate about or an issue you've
observed that needs further investigation.
2. REVIEW EXISTING LITERATURE: Conduct a thorough review of existing literature to
understand what has already been researched within your chosen topic area. This will
help you identify gaps, unanswered questions, or areas that require further exploration.
3. IDENTIFY THE GAP: Based on your review of the literature, pinpoint the specific gap or
gaps in knowledge that your research aims to address. This could be a contradiction in
findings, an unexplored aspect of the topic, or a problem that has not yet been solved.

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 4. FORMULATE RESEARCH QUESTIONS: Once you've identified the gap, translate it into
one or more research questions. These questions should be clear, focused, and specific,
guiding your investigation and providing a framework for your study.
5. CONSIDER SIGNIFICANCE AND FEASIBILITY: Evaluate the significance of your research
problem. Ask yourself why it's important to address this particular issue and consider its
potential impact on the field or society. Additionally, assess the feasibility of conducting
research on this problem, considering factors such as time, resources, and access to data.
6. REFINE AND NARROW DOWN: Refine your research problem and narrow its scope as
needed. Sometimes, a problem may initially seem too broad, requiring further
refinement to make it manageable within the constraints of your study.
7. DEFINE OBJECTIVES AND HYPOTHESIS: Alongside your research questions, define the
specific objectives of your study and any hypotheses you plan to test. These should be
closely aligned with your research problem and provide more detailed guidance on what
you aim to achieve.
8. REVIEW AND REVISE: Finally, review and revise your research problem, questions,
objectives, and hypotheses to ensure they are well-defined, coherent, and aligned with
your overall research goals.

By following these steps, you can effectively define your research problem, laying a solid
foundation for your study and ensuring its relevance, significance, and feasibility. Hence, a research
problem is one that necessitates the discovery of the most effective solution within a given context,
aiming to determine the optimal course of action to achieve a specific objective. Various factors can
contribute to the complexity of the problem. For example, changes in the environment may impact
the effectiveness of different courses of action or the outcomes' values. Additionally, the multitude of
available alternative courses of action, as well as the reactions of individuals not directly involved in
the decision-making process, can further complicate matters. It is essential to consider all such
elements, particularly the significant ones, within the context of a research problem.

CHARACTERISTICS OF RESEARCH PROBLEM

Knowing the characteristics of a research problem is instrumental in formulating a research
inquiry; take a look at these key characteristics below:
1) CLARITY: The problem statement should be clearly articulated and free from ambiguity,
ensuring that researchers understand what they are investigating.
2) SPECIFICITY: A well-defined research problem should be specific in scope, avoiding
broad or vague formulations that make it difficult to focus the study.
3) RELEVANCE: The problem should address a gap in knowledge or an issue of significance
within the field of study, ensuring that the research contributes to existing
understanding.
4) FEASIBILITY: The problem should be realistic in terms of resources, time, and access to
data or participants, allowing for practical investigation.
5) NOVELTY: Ideally, the research problem should explore new territory or offer a fresh
perspective on existing issues, contributing to the advancement of knowledge.
6) IMPORTANCE: The problem should be significant enough to warrant investigation, with
potential implications for theory, practice, or policy.
7) CONTEXTUALIZATION: The problem should be situated within its broader context,
acknowledging relevant theoretical frameworks, empirical findings, and practical
considerations.
8) PRECISION: The problem statement should be carefully worded to accurately convey the
specific focus of the research and the questions being addressed.
9) DELIMITATION: Researchers should clearly define the boundaries of the problem to
avoid scope creep and maintain focus throughout the study.
10) ETHICAL CONSIDERATIONS: Researchers must consider the ethical implications of the
problem and ensure that their methods and approach adhere to ethical standards and
guidelines.

TYPES OF RESEARCH PROBLEM

1) DESCRIPTIVE PROBLEMS: These issues revolve around describing or recording a specific
occurrence, incident, or circumstance. For instance, a researcher might look into the age,
gender, salary, and schooling of a particular community.
2) EXPLORATORY PROBLEMS: These problems are made to look deeply into a specific
subject or issue, frequently to develop new theories or ideas. For instance, a scholar
might look into the elements that affect workers in a particular industry's level of
employee satisfaction.
3) EXPLANATORY PROBLEMS: These issues usually involve testing ideas or hypotheses to
understand why a certain phenomenon or event happens. A scholar might examine the

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 connection between exercise and mental health to determine whether activity directly
impacts mental health.
4) PREDICTIVE PROBLEMS: Making predictions or estimates about potential occurrences
or patterns is required for these issues. For instance, a researcher may examine the
variables influencing possible success in a specific area or business.
5) EVALUATIVE PROBLEMS: These issues entail determining how well a specific
intervention, program, or strategy works. For instance, a researcher might assess the
effect of a novel instructional method on the results of pupil learning.

RESEARCH PROBLEM'S COMPONENTS

A research inquiry typically comprises several key elements:
1) TOPIC: This refers to the overarching area or domain under investigation in the research.
2) RESEARCH QUESTION: A well-defined and specific question that the study aims to
explore or address.
3) OBJECTIVE: These articulate the aims, goals, and expected outcomes of the research.
4) SCOPE AND LIMITATIONS: Explanation of the boundaries and constraints of the study,
including what will be included and excluded, as well as any potential constraints.
5) SIGNIFICANCE: This highlights the potential significance of the research, its contribution
to the field of study, and how it expands current understanding.
6) HYPOTHESES: Educated predictions regarding the relationship between variables that
are subject to testing during the research.
7) VARIABLES: The factors or elements being observed, measured, or manipulated in the
research.
8) METHODOLOGY: The comprehensive plan and techniques employed in conducting the
study.

SOURCES OF RESEARCH PROBLEMS

Sources of research problems can vary widely depending on the field and context, but some
common sources include:
1) THEORY OF ONE’S OWN INTEREST: Observations, experiences, or encounters in one's
professional or personal life that spark curiosity or highlight an issue worthy of
investigation.
2) PRACTICAL PROBLEMS: Real-world challenges, needs, or issues faced by individuals,
organizations, or communities that require research-based solutions.
3) THEORETICAL FRAMEWORKS: The application or extension of theoretical models,
frameworks, or paradigms to new contexts or phenomena.
4) SOCIAL AND CULTURAL CONTEXT: Issues arising from societal, cultural, economic, or
political dynamics that prompt questions or inquiries. Technological changes: Emerging
technologies or innovations that raise new questions or create opportunities for research.
5) Discussions with experts and authorities including the supervisor or research advisor
6) POLICY NEEDS: Requirements or gaps in policies, regulations, or practices that
necessitate research to inform decision-making.

FORMULATION OF A PROBLEM
The process of formulating a research problem involves translating and transforming the
chosen problem into a scientific research question. A well-defined problem is halfway to being
solved. There are seven factors that contribute to this careful formulation:
 Direction: Proper formulation of the problem offers a clear sense of direction for the
researcher.
 Scope: It specifies the boundaries and extent of the research.
 Limitations: It indicates the constraints and limitations inherent in the research.
 Clarity: Proper formulation brings clarity to the problem at hand.
 Assumptions: It establishes the key assumptions underlying the research.
 Context: Proper formulation contextualizes the problem within its broader context and;
 Efficiency: It facilitates efficiency in conducting the research.

Once a problem area has been identified, the researcher proceeds to develop and define the
problem statement. This involves following three methods:
 Progressing from a general and vague statement to a more specific one.
 Oscillating between overly broad and overly narrow formulations to find the right
balance.
 Expanding a narrow, specific question into a broader, more significant problem
statement.

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STEPS IN SELECTING RESEARCHER PROBLEM
1) STATEMENT OF PROBLEM
The researcher must explain the issue being investigated in their study. This
explanation, known as the statement of the problem, should initially be presented in a broad
manner. Doing so enhances clarity of comprehension of the problem, enabling the
researcher to articulate it effectively. Prior to finalizing the research problem, it is advisable to
conduct a pilot study. During the initial stage of outlining the subject, numerous ambiguities
may arise, necessitating a reassessment of the subject matter. Consequently, the stated
problem should be amenable to necessary modifications or, if required, it can be redefined.

2) NATURE OF RESEARCH PROBLEM

Once the research problem has been defined and a proper statement formulated, it
becomes essential to delve into the origins of the problem to gain clarity. Engaging in
discussions about the topic with individuals well-versed in similar issues can provide valuable
insights. Through these discussions, the problem can be thoroughly evaluated and
understood.

3) REVIEW OF THE AVAILABLE LITERATURE

Prior to selecting the problem for the proposed study, it is crucial to thoroughly review
the available literature. This process can yield valuable insights and suggestions, facilitating
the identification of pertinent research issues. Additionally, any necessary adjustments or
additions to the research problems can be made based on this examination.

4) DISCUSSION TO ENRICH THE SUBJECT MATTER

The research topic should remain open to discussion with experts as it is through
these discussions that new ideas can be cultivated. This process, known as experiential
survey, fosters the exchange of perspectives and insights. The discussions should promote a
constructive dialogue, aiming towards a broader understanding of the problem at hand.
Additionally, this collaborative approach should enrich the subject matter under study.

5) RE-DESIGNING OF THE RESEARCH PROBLEM

Conducting a research study necessitates the researcher's skill in directing their
research concepts toward the appropriate path, enabling the transformation of these ideas
into viable working hypotheses. This process renders the research problem operationally
feasible and lays the groundwork for developing effective hypotheses for the study.

6) UTILITY OF RESEARCH
Research studies serve a dual purpose: they fulfil the academic interests of the
researcher while also benefiting society. It is imperative that the findings of a research study
are disseminated to relevant segments of society. Consequently, research studies with social
significance and practical applicability should be prioritized for selection.

7) PRACTICABILITY OF THE RESEARCH STUDY

It's crucial to thoroughly assess the feasibility of a research problem before selecting it
for study. Without proper evaluation of its practicality, choosing a research problem
becomes challenging. Personal whims and unrequired imagination of the researcher will
spoil the practicability of the study. Therefore, it's essential to maintain a rational and
manageable approach throughout the research process. Typically, the assessment of a
research study hinges on the researcher's contributions, their observations pertaining to the
conducted study, and their analytical methodology employed throughout the investigation.

CONCLUSION
Defining a research problem isn't a single step, but a journey of refinement. We start with a
broad understanding, like a blurry picture. As we analyse existing knowledge, ponder the
potential impact, and consider feasible research methods, the picture sharpens. Ambiguities
fade, giving way to a specific, focused question. This question takes into account not just our
research interests, but also available data and resources. The final product isn't just clear and
answerable, but also meaningful; it paves the way for building strong hypotheses and
ultimately, solving the problem at hand. So, defining a research problem is less about hitting
a bullseye on the first try, and more about sculpting a clear path through the fog, step by
thoughtful step.

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REFERENCES:
 [Link]
 [Link]
 [Link]
 [Link]
 Baxter, P. and Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The qualitative report, 13(4): 544-559.
 Broer, M. R. and Mohr, D. R. (1973). Selecting and defining a research problem. Hubbard
(ed)
 Research Methods in Health Physical Education, and Recreation. American Alliance for
Health, Physical Education, and Recreation.
 Claire Selltiz and others, (1962) Research Methods in Social Sciences, pp. 50.
 Farrugia, P., Petrisor, B. A., Farrokhyar and Bhandari, M. (2010). Research questions,
hypotheses and objectives. Canadian journal of surgery, 53(4): 278.
 Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a
research project. Sage.
 Hammond, M., and Wellington, J. (2012). Research methods: The key concepts. Routledge.
 Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age
International.
 Ellis, T. J. and Levy, Y. (2008). Framework of problem-based research: A guide for novice
researchers on the development of a research-worthy problem. Informing Science, 11(17).
 Mackey, A., and Gass, S. M. (2015). Second language research: Methodology and design.
Routledge.
 Pandey, [Link] Pandey, M. M. (2021). Research methodology tools and techniques. Bridge
Center.
 R.L. Ackoff, (1962). The Design of Social Research, Chicago University Press, Chicago.

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 TOPIC II
CONCEPTUALIZATION IN RESEARCH

ABSTRACT
Research is always based on reliable data and the methods used to capture this data.
Scientific methods facilitate this process to obtain quality output in research. Formulation
of research problem is the first step to begin with research. It is at this stage, the researcher
should have a clear understanding of the words and terms used in the research such that
there are no conflicts arising later regarding their interpretation and measurements. This
necessitates the understanding of the conceptualization process.

INTRODUCTION
Good evidence comes from well-made research. But best evidence comes from good
research. Good research can appear in form of study published in journal or from analysis of
real data at job, secondary sources, etc. Internet and modern communication are real boon
to mankind in accessing and analyzing data. Conceptualization is breaking and converting
research ideas into common meanings to develop an agreement among the users .This
process eventually leads to framing meaningful concepts which ultimately lead to creation
of a theory.

WHAT IS RESEARCH?
Research is systematic and organized way of collecting data using scientific methods
and interpreting the data through analysis. Research is conducted either for any one or
more of these following reasons:
 New knowledge creation,
 Addition to existing knowledge and
 Validating existing knowledge

Research focus could be either to:

 Fill knowledge gaps, usually termed as Academic research, and or
 Problem solving

WHAT IS GOOD RESEARCH?

Good research is just like good car or good pair of shoes, must be well designed and well
made .We cannot simply depend on brand names in research. Although knowing research comes
from respected scientific journals or reputable research institutions, still their impact factors, author‟s
affiliation, etc. matter .Good research is always based on good, valid and reliable data and empirical
evidence.

CONCEPTUALIZATION
Conceptualization is to specify exactly what we mean and don‟t mean by the terms we use in
our research. Term “concept‟ (also referred as “construct‟) refers to end product of
“conceptualization‟. Concept could be a word or complex set of events or ideas referred by the word.
Concept can be word or symbol used to represent a meaningful whole .Words we use to form the
description of a concept are also concepts. To fully understand the description of a given concept,
each concept in that definition must also be understood. In addition to organizing observations into
meaning wholes, concepts also needed to be organized into separate phenomena.

LIMITATIONS IN CONCEPTUALIZATION.
Data-gathering process is a complex interplay between the conceptual process and the
actual observation or measurement process. There are: Physical, Psychological, Cultural and
Technological limitations to conceptualization and measurement.

CONCEPT VERSUS REALITY

Facts do not speak for themselves or stand out. They are limited by the creation of conceptual
and perceptual frameworks and by measurement techniques. Concepts are not completely arbitrary;

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they must match with reality. Disagreements arise about whether reality always exists or we create
reality by using concepts?

CONCEPTUALIZATION OF FRAMEWORK FOR DESIGN

The common terminology used in conceptualization framework is:
 Ontology –it is claims about what is knowledge, either theoretical vs. reality. Many times
it is philosophical in nature and lies in methodology behind questions (positivism, post-
positivism, constructivism, interpretivism, pragmatism, etc.).
 Epistemology- is science of knowing (objectivism, subjectivism, etc.).
 Methodology –it is science of finding (experimental, survey, observation, ethnography,
etc.)
 Methods –is ways to capture data (questionnaire, interview, focus group, etc.)
 Structure (flow in writing- introduction, literature review, methodology, analysis of data,
findings and conclusions)

TRIANGULATION
This idea involves looking at something from multiple points of view for same phenomenon
and improves accuracy. E.g. To assess a person‟s health, the doctor uses multiple ways and measures
such as: observation, questionnaire, interview, physical examination, laboratory/medical reports.

FOUR TYPES OF TRIANGULATION ARE COMMON:

1. Measures-Quantitative units are used
2. Observes- Independently being watched
3. Theory- involves comparing theories
4. Method- Mix of different methods

RESEARCH PARADIGMS
The most popular paradigms used in research conceptualization include:
 In Filling Knowledge Gaps - Positivism, Objectivism, Hypothesist and common in
Quantitative Research
 Problem Solving -Interpretivism, Constructivism, Pragmatism and Common in
Qualitative Research

EXPLICATION
It is the process of moving from definition to measurement and back to the definition. One
does not always start with a clear, observable, complete and useful conceptual definition and then
attempt to observe (measure) that variable.
Process of explication indicates that final conceptualization and measurement results from
interplay of these two activities.

INDICATOR
Indicator is a class, set, or group of potentially observable phenomenon which stand for or
represents a conceptual definition. Indicators indicate the presence or absence of the concept we
are studying.

OPERATIONAL DEFINITION
Operational definition is complete set of instructions for what to observe and how to measure
a variable (concept). Indicators previously selected serve as the bases for development of operational
definitions. Putting operational definition into practice is called measurement.

CONCLUSION
There is no one best way of conducting research. The attitude of a researcher should be to
“Stand on the shoulders of the giants” according to Isaac Newton. Each study is unique, has its own
strengths and weaknesses. Three common approaches used in research include: qualitative,
quantitative and mixed (triangulation). They contain philosophical assumptions about knowledge
claims, strategies for inquiry and specific research methods. When philosophy, strategies and
methods are combined, they provide different frameworks for conducting research. Choice of
research approach to use is based on the research problem, personal experiences and the audience
for whom you want to write.

REFERENCES:
 [Link]
 Dahlia K. Remler and Gregg G. Van Ryzin, Research methods in practice, SAGE, 2ND
edition, 2010.
 Lawrence Neuman W., „Social research methods: qualitative and quantitative
approaches‟, Pearson, 7th edition, 2011.