Week 2

WEEK 2
STATEMENT OF PROBLEM,
OBJECTIVES OF STUDY AND
DEFINITION OF TERMS
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Selection and
Formulation of Research
Problem
One of the most difficult phases of a research project is the
choice of a suitable problem (true/false)
A researcher can be compared to an ant, which brings its

single grain of sand to the anthill (true/false)
Great discoveries usually happen by accident or sheer luck

(true/false)
Researchers are specialists rather than generalists

(true/false)
Question
What are some of the obstacles which may

discourage a person from undertaking
research?
Why choosing a topic is a
real challenge?
Beginners possess real problem

awareness
Where do you see problems that can ignite
your mind to think about research?
• Classroom • Reading assignments
• School – Textbooks
• Community – Special assignments
• Own teaching – Research reports
experiences – Term papers
• Classroom lectures • Consultation with…
• Class discussions – Course instructor
• Seminars/workshops/pap – Advisor
er presentations – Major Professor
• Internet – Faculty member
• Out-of-class exchanges of
ideas with fellow students
and professors
Number ONE Requirement…
• You need to have an inquisitive and

imaginative mind
• You need a Questioning attitude
• Wonder why?
Answer the following
preliminary questions…
• Is the problem/topic significant enough?

• Is it feasible (practical/possible for me to
do it)?
• Is it free of unknown hazards/dangers?
• Is it clear (unambiguous)?
Actively involve yourself (and
other experts) in NARROWING
& REFINEMENT of the problem
• Narrowing the focus
• Population
• Situation (time, condition, subject
availability, researcher’s readiness,
resources available, etc.)
• Measurements
• Issue(s) dealt with?
• Setting the scope of the problem (“this is
my line…I won’t go beyond it…”)
Note:
There are times when it is appropriate to

replicate (repeat) a study to verify its
conclusions or to extend the validity of its
findings to a different situation or
population
Characteristics of good topics?
1. Interesting – keeps the researcher interested in it
throughout the research process
2. Researchable – can be investigated through the collection

and analysis of data
3. Significant – contributes to the improvement and

understanding of educational theory and practice
4. Manageable – fits the level of researcher’s level of

research skills, needed resources, and time restrictions
5. Ethical – does not embarrass or harm participants

The following research topics are either faulty,
too broad, or completely inappropriate. Revise
each so that it reflects the characteristics of a
good research topic
1. Causes of aggression and violence

2. Remembering and forgetting
3. Improving Memory
4. The effects of stressful environments on health
and social interaction
5. The effect of early childhood experiences on
later development
6. Best ways to treat depression
7. Reducing prejudice and inter-group conflict
Examples of good research problems
(in the form of questions)
• Does client-centered therapy produce more satisfaction in clients than
traditional therapy? (experimental design)
• Does behavior modification reduce aggression in autistic children? (single-

subject experimental design)
• Are the descriptions of people in social studies discussions biased? (grounded

theory design)
• What goes on in an elementary school classroom during an average week?

(ethnographic design)
• Do teachers behave differently toward students of different genders? (causal-

comparative design)
• How do parents feel about the school counseling program? (survey design)
• How can a principal improve faculty morale? (interview design)

Any problem with these
research problems?
• Is God good?
• What is the best way to teach grammar?
• What would life be like today if World War
II had not occurred?
Purpose of Study and Objective
of Study
• Purpose of study
– Identify major intent of study
• Should contain
– Major focus of study
– Participants of study
– Location or site of inquiry
• Lead to research question

Purpose of Study and Objective
of Study…cont’d
• Objective of Study
– Statement of intent that specify goals that the
researcher plans to achieve
– Located at the end of the statement of
problem section.
– Can be identified by looking at phrases such
as:-
• E.g : The objectives in this study are:
– To describe the frequency of Internet communication
between parents and teachers regarding the parent’s
children in high school social studies classes.
Objectives of study…cont’d
• Qualitative
– The objective of this study is to explore parent stories
regarding internet communications with teachers about
their students in one Midwestern school district.
• Quantitative
– The purpose of this study is to examine the
relationship between use of internet communication
between teachers and parents in a Midwestern school
district and student achievement on tests in high
school social studies
Creswell, J.W. (2008). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Nebraska:Pearson.
Defining Terms
(e.g. : ‘humanistic classroom’)
• Constitutive definition = dictionary approach
• Clarify by example = using a model (replica/type)

and describe the characteristics of the model
• Operational definition = researcher specifies the

exact nature of meaning for using a particular
term(s)
“motivated to learn math”
(which ones are operational?)
1. As shown by enthusiasm in the class
2. As judged by the student’s math teacher using a rating
scale she developed
3. As measured by the ‘math interest’ questionnaire
4. As shown by attention to math tasks in class
5. As reflected by achievement in mathematics
6. As indicated by records showing enrollment in
mathematics electives
7. As shown by effort expended in class
8. As demonstrated by number of optional assignments
completed
9. As demonstrated by reading math books outside class
10.As observed by teacher aides using the ‘mathematics
interest’ observation record
1,4,5,7, and 9
Did not specify the activities or operations

necessary for identifying the behavior
(motivation to learn mathematics)
Operationalize the following:
• Attitude toward self (self-concept)
• Creativity
• Ability to think critically
• Disruptive behavior
• Work-related stress
Your research problem
• What is your area of interest?
• Where could you look for help in deciding upon a

specific research problem?
• What criteria will you apply when deciding upon a

specific research problem?
• How could you narrow down your research problem?
• How might your value-judgments (preconceived ideas)

affect your research endeavors?

Week 2 - Selection and Formulation of Research Problem DR ENGKU&NOR - PP

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Week 2 - Selection and Formulation of Research Problem DR ENGKU&NOR - PP

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A researcher can be compared to an ant, which brings its

Great discoveries usually happen by accident or sheer luck

Researchers are specialists rather than generalists

What are some of the obstacles which may

Beginners possess real problem

• You need to have an inquisitive and

• Is the problem/topic significant enough?

There are times when it is appropriate to

2. Researchable – can be investigated through the collection

3. Significant – contributes to the improvement and

4. Manageable – fits the level of researcher’s level of

5. Ethical – does not embarrass or harm participants

1. Causes of aggression and violence

• Does behavior modification reduce aggression in autistic children? (single-

• Are the descriptions of people in social studies discussions biased? (grounded

• What goes on in an elementary school classroom during an average week?

• Do teachers behave differently toward students of different genders? (causal-

• How can a principal improve faculty morale? (interview design)

• Lead to research question

• Constitutive definition = dictionary approach

• Clarify by example = using a model (replica/type)

• Operational definition = researcher specifies the

Did not specify the activities or operations

• Ability to think critically

• Where could you look for help in deciding upon a

• What criteria will you apply when deciding upon a

• How could you narrow down your research problem?

• How might your value-judgments (preconceived ideas)

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