![References
Best, J. W., and Khan, J. V. (1998). Research in education (8th ed.). Boston, MA: Allyn
and Bacon.
Prado, N. I et.al (2001). Research Methods. Researchers at CMU, Musuan, Maramag,
Bukidnon. CMU-IMDC.
OUMÊs Digital Library Gallupe R. B. (2007). Research contributions: The tyranny of
methodologies in information systems research. ACM SIGMIS Database , Volume 38,
Issue 3, ACM Press. [available at ACM]](https://image.slidesharecdn.com/theresearchproblem-170715095618/85/The-research-problem-18-320.jpg)
The research problem
- 1. THE RESEARC H PROBLEM Reporter: Karen Jean Bongay-Beronque MS- General Science Education Professor: James L. Paglinawan, PhD. Presented to Educ241-Methods of Research
- 2. Types of Research Questions What is a research problem? Criteria for problem selection Formulating Research Questions Limitation Vs. Delimitation Delimiting the Problem Objectives Sources of Research Problems
- 3. Identify sources of problem in research; Define and delimit a research problem Evaluate a research problem according to established criteria Formulate good problem statements Compare different types of research questions
- 4. Possible Sources of Research Problem Experiences: workplace, library, seminars, farm, Interests in your field of specialization Theory which remains to be proven Innovations whose worthiness is to be supported by research data Priority areas for development.
- 5. What is a Research Problem? It is a question that a researcher wants to answer or a problem that a researcher wants to solve. A question concerning the relationship existing between sets of events/ variables (Ary et al., 1985) variable-is something that can take on one or more values. It is an area of concern where there is a gap in the knowledge base needed for professional practices.
- 6. What is a Research Problem? The heart of every research is the problem. It is like the foundation of the building that if the foundation is well designed and strong, you can expect the building to be strong as well.
- 7. Criteria for Problem Selection 1. Can a problem be effectively resolved through the process of research? 2. Is the problem significant? Will it be a contribution to organized knowledge? Will it open avenues for further study? 3. Is the problem new or was it already answered before? If already answered, are there some aspects which need to clarify further? Or is there still need for more extensive documentation?
- 8. Cont., 4. Is the research problem feasible, a. It is suitable for the researcher’s ability? Does it deal with an area of interest for the researchers? b. Are pertinent data accessible? c. Can the researcher afford to conduct the study? If not, are there available funding agencies? d. Can the researcher allot the time required for the research? e. Does he possess the courage and determination to pursue the study until its completion?
- 9. Cont., Specific criteria for the beginner: 1. Staff: How many persons are needed to accomplish the study? What expertise is necessary? Are these available? 2. Budget: How much will it take to complete the research? Can a researcher afford it? 3. Time: How long will it take to finish the investigation? Can the researcher allot the time needed?
- 10. Considerations in Selecting Research Problem Consideration Factors Description 1 Interest If you choose a topic which does not greatly interest you, it would become difficult to keep up the motivation to write. 2 Expertise Before selecting a research problem, you need to ensure that you met certain level of expertise in the area you are proposing. 3 Data Availability If your research title needs collection of information (journal, reports, proceedings) before finalising the title, you need to make sure you have these materials available and in the relevant format. 4 Relevance Always choose a topic that suits your interest and profession. Ensure that your study adds to the existing body of knowledge. Of course, this will help you to sustain interest throughout the research period. 5 Ethics In formulating the research problem, you should consider some ethical issues as well. Sometimes, during the research period, the study population might be adversely affected by some questions.
- 11. Delimiting the Problem Delimitation- are boundaries of the study (Best and Khan, 1998). Examples: – The study on educational history and academic achievement may be delimited to 80 freshmen in the secondary department of ABC University. – The influence of oversea employment on the lifestyle of a community may involve two barangay’s in a municipality in Pampanga.
- 12. Limitations vs. Delimitations Limitations are those conditions beyond the researcher’s control that may put restrictions on the conclusions of the study and their application to other situations. Delimitations are boundaries of the study. It is subject to the researcher’s control. Narrowing down the variables, sample size, coverage, and other aspects of research.
- 13. Examples of Limitations Research instruments whose validity and reliability have not been established. Inability to randomly select and assign subjects to both the control and experimental group. Administrative policies, rules and regulations of respondent institutions. Veracity of the respondents’ answer to the questions.
- 14. Formulating Research Questions Formulating the research problem is the first and the most important step in the research process. Research problem should be stated in question form.
- 15. A good statement of the problem must: 1. Clarify exactly what is to be determined or solved. 2. Restrict the scope of a study to specific question/s. 3. Determine the type of research to be conducted.
- 16. Types of Research Questions Descriptive Questions-are addressed when a study is designed to describe what is going on or what exist. Relational questions- are posed when a study is designed to look at the relationships between two or more variables. Causal Questions-are asked when a study is designed to determine whether one or more variables cause or affect one or more outcome variables.
- 17. Examples: Descriptive: What is the students’ level of academic achievement? Relational: What is the relationship between teachers’ job satisfaction and their job performance. Causal: Does the teaching method (cause) influence students’ achievement in Science (effect)?
- 18. References Best, J. W., and Khan, J. V. (1998). Research in education (8th ed.). Boston, MA: Allyn and Bacon. Prado, N. I et.al (2001). Research Methods. Researchers at CMU, Musuan, Maramag, Bukidnon. CMU-IMDC. OUMÊs Digital Library Gallupe R. B. (2007). Research contributions: The tyranny of methodologies in information systems research. ACM SIGMIS Database , Volume 38, Issue 3, ACM Press. [available at ACM]