THE RESEARCH PROBLEM
Sources of Research Problems
Guidelines in the Selection of a Research Problem
Stating the Research Problem
Writing the Title of the Study
Functions of the research title
Characteristics of the research title
Other Elements in the Statement of the Problem
Theoretical Framework
Conceptual Framework
Delimiting Research
Sources of Research Problem
Personal interests and observations
Pressing problem needing a solution
Difficulties that have to be immediately addressed whether in
workstation or the community are potential problems for research.
Other investigator’s theories and research
One of the interesting things about research is that it raises more
questions that it answers. These new questions can serve as a starting point
for more research.
Literature in one’s field of specialization
Books and research journals. They don’t only teach readers about a
particular discipline, but also suggest topics for further study and
exploration.
Completed theses and dissertations
They usually suggest topics that future researchers can work on.
Suggestions from friends, peers, colleagues and professors.
Guidelines in the Selection of a Research Problem
1. Interesting
Attracts the attention of the investigator to study the problem further
Makes the researcher determined to work on it until its completion.
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2. Relevant to the needs of the people
Researchers keep in mind that they work not for themselves but for the
people.
Is it worth doing at the practical and theoretical level?
What contributions can it make to existing body of knowledge on a
certain topic?
Will it clarify a concept or builds up theory?
Does the research have a practical use for policy makers, program
managers, implementers, funding institutions, and/or the beneficiaries
themselves?
3. Innovative
A good research problem may not be necessarily new. It may be a
restatement and a restructuring of an old problem to make it new.
4. Cost-effective.
The 4M’s- Man, Money, Materials and Machinery.
Do you have the competence to pursue the study? Are you an expert to
this field of study?
Is there enough funding for the kind of study you hope to undertake?
There are funding institutions (DOST, NRCP, ICIERD, etc.) which grant
financial assistance to a good quality of research studies.
It should be economical, and effective in solving the problems of the
society: it should also augment social, economical and health
conditions of the people and many others. In other words, the results of
the study should be cost-effective to contribute to the socio-economic
recovery of the country.
A researcher should conduct a study in order to “invest and harvest”.
5. Measurable and time-bound
A good research problem is measurable by using research instruments,
like tests, questionnaires, rating scales, observation schedules or
interviews, and statistical treatment to arrive at scientific and
meaningful results.
Can the study be conducted within the time allowed by the funding
agency, the academic institution, or your own schedule?
A good research problem can be completed within a time frame stated.
Guidelines in the formulation of a research problem
1. Be as specific as possible
The time and place or the context where the study is being undertaken
should be stated.
Example:
Too broad/vague
What is the effect of the family planning program of the government?
Precise
What is the effect of the family planning program on the knowledge,
attitude, and practice of family planning among married couples of
reproductive age?
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2. Raise a question that is ethically neutral
Avoid the use of the words should or ought.
3. State the problem in a declarative or interrogative form
The declarative form is used when stating the main problem of the study.
On the other hand, interrogative or question form is used when stating
the sub-problems or specific problems of the study.
The main problem should be stated in a sentence showing what you
want to describe, explain or predict.
The following questions should be asked as soon as you have stated the
main problem:
a. Is the problem statement clear?
Being able to identify what exactly is to be investigated from the problem
statement is an indication that it is clear.
b. Does it provide adequate focus and direction for research?
Knowledge of what is to be done after stating the main problem means that
it had guided you on what to do and what to emphasize in the research.
c. Does it identify the key factors or variables of the study?
If the key factors cannot be identified from your statement of the research
problem, then it is wrongly stated.
Characteristics of the sub-problems
a. Each sub-problem should be a completely researchable unit.
It should be researched as a separate sub-project within the
larger research goal.
b. Interpretation of data must be apparent with each sub-problem.
The fact that data will be interpreted must be evident from
the statement of the sub-problem.
c. The sub-problems must add up to the totality of the problem.
This means that the sub-problems formulated will aid the
researcher in covering all the significant areas of the main problem.
Writing the title of the Study
Functions of the research title
1. Shows what the study is all about.
2. It serves as the frame of reference for the entire study.
3. It enables the researcher to claim ownership of the study.
4. It can help other researchers refer to the work for possible theories related
to their proposed studies.
Characteristics of the research title
1. Clear and specific.
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2. Implies whether the research will focus on differences, effects, or
associations between and among variables to be investigated.
3. It must be brief but concise. It is composed of not more than 15
substantive words, excluding function words (e.g., articles, conjunctions,
and prepositions).
Other Elements in the Statement of the Problem
defining key terms in the problem
identifying the variables of the study
delimiting research
stating assumptions and hypotheses
Defining Key Terms in the Problem
Conceptual definition is the definition of a term given by authorities.
Operational definition is the researcher’s own definition of a term, based on
how it will be used in the study. According to Fraenkel and Wallen (1993), this type
of definition requires the researcher to specify actions or operations necessary to
identify and measure the term.
Classification of variables
Independent Variable – The cause/s supposed to be responsible for bringing
about change/s in a phenomenon or situation.
Dependent Variable – The outcome of the change/s brought about by
changes in the independent variable.
Intervening Variable – A variable whose existence is inferred but that cannot
be manipulated or controlled.
Moderator Variable – A variable that may or may not be controlled but has
an effect on the research situation,
Illustrative Example:
The research shall attempt to investigate the relationship between the
perceived management styles of middle-level managers and faculty
behavior in NPCMST, during the academic year 2006-2007.
Conceptual definition of Management Style
Management Style. The manager or executive’s distinctive mode of
managing an organization in terms of his performance of the managerial
functions of planning, organizing, staffing, directing, controlling, and
budgeting (Stoner, 1996).
Operational definition of Management Style
Management Style. The college dean’s mode of managing his academic
unit in relation to the following key result areas in educational management:
student development, faculty and staff development, curriculum and
instruction, financial resources, and physical facilities development, research,
and community linkages.
Independent Variable
Management style – it will be used to explain possible differences in
the behavior patterns of the respondent faculty members.
Dependent Variable
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Faculty behavior – it is the effect that will be determined as a
consequence of the college dean’s employment of a particular management
style.
Intervening Variables
The factors other than management style that can affect the behavior
patterns of the faculty members are called the intervening variables. These
may include commitment to the job and organization, level of
professionalism, and work values.
Moderator variables
Age; gender; civil status; length of service with the university;
educational attainment; college assignment; teacher’s performance
rating. They are moderator variables as variances in the teacher’s behavior
patterns, as well as their dean’s management styles can possibly be
accounted for by their differences in the aforementioned personal and
professional attributes.
Delimiting the Research
This is giving full disclosure of what the researcher intends to do or does not
intend to do which makes the research manageable.
This can direct the researcher to the choice of the research method to employ.
The researchers can delimit their research on an identified problem by
focusing on the following:
Purpose of the study
Time coverage of the study
Geographical coverage of the inquiry
Variables to be studied
Specific indicators of variables
Types and size of the respondents of the study
Data collection tools
Example:
This study analyzed the most commonly used strategies in developing
cognitive skills among the secondary students in NPCMST High School, Bauang La
Union during the school year [Link] involved 100% of the secondary
teachers in the venue of the study. Frequently used strategies were determined
with the use of the Teaching Strategies Inventory (TSI) which was developed and
validated by Manzano in 2005. Strategies employed by the respondents were
reckoned in terms of the following domains of cognitive objectives: knowledge,
comprehension, application, analysis, synthesis, and evaluation.
HYPOTHESIS
Hypothesis is a predictive statement that represents the researcher’s
tentative answer to the problem statement.
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It is specific, testable prediction that can be stated either in the null
or alternative form.
A null hypothesis states the non-existence of difference, relationship,
or association between two or more variables or factors. On the other
hand, alternative hypothesis states the existence of difference,
relationship, or association between two or more variables or factors.
The null hypothesis is often used since no statistical tests have been
developed in testing the alternative hypothesis.
The hypothesis of the study has the following functions in research:
Ensure clarity
Provides focus of the study
Enhances objectivity in the study
Enables the researcher to contribute to the formulation of a
theory and bridge the gaps in the body of knowledge
When constructing hypothesis, the researcher must remember that it should
be:
Simple and specific
Stated in an empirically testable form
Be related to the existing body of knowledge
Indicate the specific nature of connection
Theoretical Framework
This is the structure that can hold or support the theory of a research
work (Leveriza, 1997).
It presents the theory which explains why the problem under study
exists.
It summarizes the facts to be gathered and provides an explanation of
why some patterns are posited.
It points out the connections among the different variables in the study.
Reasons why a researcher formulates a theoretical framework:
Helps the researcher see clearly the variables of the study
Provide him with a general framework for data analysis
Essential in preparing a research proposal using descriptive and
experimental methods.
In formulating the theoretical framework, the researcher must have to do the
following:
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Specify the theory used as a basis for the study
Mention the proponents of the theory
Cite the main points emphasized in the theory
Support his exposition of the theory by ideas from other experts
Illustrate his theoretical framework by means of diagram/paradigm
End up by reiterating his theoretical proposition in the study
Conceptual Framework
It is the operationalization of the theories in the theoretical framework.
It is the direction of the study or the researcher’s own position on the
problem.
It is the researcher’s model patterned after previous models that he had
analyzed leading to the creation of a new conceptual framework.
Through the conceptual framework, the researcher can be able to show
relationships of the different constructs (clearly defined concepts) that
he wants to investigate.
Procedure in presenting a conceptual framework
Cite conceptual model or paradigm
Identify the independent variables
Mention the dependent variable and its indicators and categories
Point out the intervening variables that can explain variances in the
dependent and independent variables
Show the direction of the study
