DEFINING / CONCEPTUALISING

RESEARCH PROBLEM
 Research problem
• Components of a well-defined problem
– Topic, Purpose, objectives, hypotheses, rationale,
significance
– Literature review is central
• Section summary
• Review questions
 Learning outcomes
• Define / conceptualise a research problem
• Differentiate and link purpose, objectives,
hypotheses,
research questions, rationale, justification,
significance
 Introduction — why this matters
• Foundation of the research process
• Chapter One (Introduction)
• Answers: “What is the problem?”
• includes purpose, objectives, hypotheses,
rationale, justification
From idea → well-defined problem
• Start with broad interest
• Refine via analysis and clarification
• Avoid vague, directionless studies
• Guide design, data collection, analysis,
interpretation
Components of a defined problem
• Topic / Problem
• Background
• Problem statement
• Purpose
• Objectives
• Hypotheses
• Rationale & Justification
Research topic / problem — what it is
• Focused area needing investigation
• Arises from unresolved or unclear issues
• Example: ART adherence factors among PLHIV
in Kenya
 Example of a fully defined research
problem (1/2)
Key Element Example
Problem/Topic Assessment of factors influencing adherence to antiretroviral
therapy among people living with HIV/AIDS in Kenya.
Background Despite the availability of antiretroviral therapy (ART) in Keny
adherence remains a challenge, leading to poor treatment
outcomes and increased morbidity and mortality among
people living with HIV/AIDS. (Cite)
Problem Statement Non-adherence to ART is a significant problem among people
living with HIV/AIDS in Kenya, with studies reporting rates
ranging from 10% to 50%, depending on the setting and
population. (Begins with the background info above). Finish
with the purpose below.
Purpose This study aims to identify the factors that influence adheren
to ART among people living with HIV/AIDS in Kenya.
Broad Objectives To assess the level of adherence to ART among people living
with HIV/AIDS in Kenya and to identify the factors that
influence adherence.
Example of a fully defined research problem
Key Element Example
Specific 1. To determine the socio-demographic and
Objectives clinical factors associated with adherence to ART
among people living with HIV/AIDS in Kenya.
2. To assess the knowledge, attitudes, and beliefs
of people living with HIV/AIDS regarding ART and
its adherence.
3. To explore the role of healthcare providers and
the healthcare system in promoting adherence to
ART.
Research 1. What is the level of adherence to antiretroviral
questions therapy among people living with HIV/AIDS in
Kenya?
2. What factors influence adherence to
antiretroviral therapy among people living with
Example of a fully defined research problem
Key Element Example
Hypotheses H1: There is a significant association between age, gender,
education level, and adherence to ART among people living
with HIV/AIDS in Kenya.
H2: People living with HIV/AIDS with higher knowledge,
positive attitudes, and beliefs regarding ART and its
adherence are more likely to adhere to treatment.
H3: The healthcare system and providers play a crucial role
in promoting adherence to ART among people living with
HIV/AIDS in Kenya.

Rationale and The findings of this study will contribute to the existing
Significance literature on adherence to ART among people living with
HIV/AIDS in Kenya and provide insights into the factors that
influence adherence. This information will be useful in
developing interventions and policies aimed at improving
adherence and ultimately, the health outcomes of people
living with HIV/AIDS.
Characteristics of a researchable topic
• Relevant and significant
• Feasible with available resources
• Novel or fresh perspective
• Specific and clearly bounded
• Measurable via data
• Meaningfully impactful
• Ethically sound
 Sources of research topics / problems
• Literature review (find gaps)
• Clinical practice (recurring issues)
• Personal interests/experience
• Collaborative research teams
• National/global health priorities
• Social and political issues
 Background to the problem
• Set context; cite key literature
• Show global → regional → local picture
• Highlight gaps/unknowns
Problem statement — key components
• Overview & significance
• Background with citations
• Scope/boundaries of the issue
• Purpose, objectives, research
questions/hypotheses
• Implications if unaddressed
 Purpose, objectives, hypotheses
• Purpose: overall aim (why)
• Objectives: specific, measurable targets
• Hypotheses: testable predictions
• Rationale/Significance: why it matters
 Activity
• Describe differences and links among:
– Topic, Purpose, objectives, hypotheses,
– Research questions,
– Rationale, justification, significance
 Features of good objectives (SMART)
• Specific
• Measurable
• Achievable
• Relevant
• Time-bound
 Features of good objectives (1/2)
Characteristics Description Example

Specific They clearly define and focus on To determine the relationship

a particular aspect of the between maternal age and the
research problem or question. risk of preterm birth

Measurable Able to be quantified or To identify at least 50 potential

otherwise measured using study participants who meet th
specific criteria, allowing for the eligibility criteria
assessment of progress and
achievement
Achievable Realistic and feasible given the To collect and analyze data from
available resources and at least 100 study participants
constraints of the study within the allotted timeframe
 Features of good objectives (2/2)
Characteristics Description Example

Relevant Directly related to the research To investigate the impact of a

problem or question and new medication on patient
contributing to the overall aim or outcomes in a specific populatio
objective of the study of interest

Time-bound Defined within a specific To complete data collection and

timeframe, providing a clear analysis for the study within 12
deadline for completion and months of the start of the
evaluation of the objective research project
 Hypotheses & research questions
• Hypotheses: relationships/differences;
testable
• Null vs. alternative; directional vs. non-
directional
• Research questions: open-ended; guide
inquiry
• RQs inform objectives and hypotheses
 Research Questions & Hypotheses —
Key Definitions
• Research Question (RQ): clear, focused inquiry about
population, variables, and context.
• Hypothesis: testable prediction about a
relationship/difference between variables.
• Null hypothesis (H0): no effect / no relationship.
• Alternative hypothesis (H1): an effect / relationship
exists.
• Non-directional: expects a difference/association;
direction unknown (two-sided).
• Directional: predicts the direction (increase/decrease,
greater/lower) (one-sided).
 Context: Gum Cutting in Makueni
County (Nursing)
• Practice: incision/removal of infant gums during
teething.
• Potential outcomes: infection, bleeding, feeding
issues, delayed clinic care.
• Cultural contributors: beliefs about teething
illness; role of traditional practitioners;
– family/elder pressure; community norms; access
barriers (distance, cost).
• Measurement ideas: knowledge/attitude scales;
practice (Y/N); time to clinic; referrals.
 Non-directional (Two-sided) — Nursing Examples
Scenario / Research Null (H0) Alternative (H1)
Variables Question (RQ)

Belief system Is there an No association An association exists

(traditional vs association between belief between belief system and
biomedical) × between caregiver system and intention.
intention to use belief system and intention.
gum cutting intention to use
(Y/N) gum cutting?
Maternal Do mean Mean awareness Mean awareness differs
education awareness scores equal across across education groups.
(none/primary/s differ by maternal education groups.
econdary+) × education level?
awareness score
Community Is there a Population Population correlation ρ ≠ 0.
norms score × relationship correlation ρ = 0.
caregiver between
attitude score perceived norms
(Likert-Likert) and caregiver
 Directional (One-sided) — Nursing Example
(No Symbols)
Scenario / Variables Research Question (RQ) Null (H0) Alternative (H1)

Nurse-led education compared Does nurse-led education The mean knowledge The mean knowledge
with usual care — outcome: increase caregiver score in the education score in the education
knowledge score knowledge about risks? group is not higher than group is higher than
the control group’s (it is the control group’s.
the same or lower).

Community dialogue program Does community dialogue The proportion The proportion
compared with control — reduce the intention to intending to use gum intending to use gum
outcome: intention to use gum use gum cutting? cutting in the dialogue cutting in the dialogue
cutting (proportion) group is not lower than group is lower than in
in the control group (it the control group.
is the same or higher).
Engagement with traditional Does engagement with The referral rate in the The referral rate in the
practitioners compared with traditional practitioners engagement group is engagement group is
standard approach — outcome: increase referrals to not higher than in the higher than in the
referrals to clinics (proportion) clinics? standard group (it is the standard group.
same or lower).
 Section summary
• Research seeks answers via scientific methods
• First step: define/conceive the problem
• Key elements: topic, background, problem
statement, purpose,
objectives, hypotheses, rationale, justification
 7.4 Review questions
• Critical characteristics of a researchable topic
• Features of a strong problem statement
• Linkage among purpose, objectives,
hypotheses