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 2006-2007.It 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