The Research Problem and Its Objectives

The Research Problem

One of the critical steps that anyone takes in thesis writing is the choice of a problem. A great number of
students find this stage stimulating, if not challenging. Most often, this hinders a researcher from writing
a thesis. It is therefore, common to hear a student lament, saying “I simply cannot find a good problem”,
One dean of a graduate school says, that this is the stage when the student does a “starting up the
ceiling” in search of a topic. He is so desperate that it seems that the ceiling or the sky will provide an
answer to his query. On the other hand, adds the same dean, if, at the start of the student’s work, he
develops a positive attitude, the vast amount of literature he encounters in his field of specialization
from day to day will provide the back ground of his problem. Moreover, if all teachers of their classes
attend to point out to the class some possible areas for research, every time there is an outgrowth of
work in the courses that one has taken.

The difficult met in the school may be another reason for a student to write a thesis. The presence of
underachievers, the difficulty of learning a subject, the lack of information concerning a better way of
teaching, the possible problem observed in the creativity of teaching, the preponderance of behavior
problems may all be topics for research depending on a perceived difficulty.

Other students pick their problems from journals, books, or abstract available in the library. Even the
concluding part of a series of recommendations in thesis can serve as a good source of a problem. The
latter seems to be potent source of a problem in as much as the writer of the thesis has considered the
topics that are recommended as an offshoot to the present work. It is accepted that one good source of
a problem is theory because it presents generalization and principles that are subject to investigations.
The fact that some studies have been recommended for investigations is an indication that a set of
generalizations or principles has been woven into a theory.

By the large, the following situations may manifest a problem:

1. When there is an absence of information resulting as a gap in our knowledge
2. When there are contradictory results
3. When the solution can be answered by using statistical methods and techniques
4. When there is probable solution, but they have not yet been tested, and
5. When the occurrence of phenomena requires scientific investigation to arrive at precise
solutions.

Elements of a Research Problem. The term research problem implies an investigation, inquiry or studies
to be conducted, or that the problem is ready for investigation. There are certain elements that a
problem must possess before it becomes a research problem for investigation. These elements are:
1. Aim, objectives, targets, or purposes of the problem for investigation. This answer the questions
“Why?” or why is there an investigation, inquiry or study?
2. The subject matter or topic to be investigated. This answers the question “What” or what is to
be investigated or studies?”.
3. The place or locale where the research is to be conducted. This answers the questions “Where”
or where is to be investigated?
4. The period of time of the study during which the data are to be gathered. This answers the
question “When?” or when is the study to be carried out?
 5. Population or than universe from whom the data are to be collected. This answers the question
“Who” or “From Whom?” like who are the respondents?

Choice of a Problem. The choice of a problem for a new beginner seems always difficult. Once a
problem has been considered m it becomes a serious responsibility of the researcher to commit himself
to the problem that will require time and energy.

There are many problems confronted in the school environment or the community for investigation and
perhaps more appropriate for the beginning researcher to undertake. Examples are: What management
procedures are employed? To what extent does one teaching method or techniques yield more effective
results? How is learning material presented?

Sources of Research Problem

1. Actual problem encountered. Many of the problems confronted in the classroom, the school, or
the community lead themselves for investigation and they are perhaps more appropriate for the
beginning researcher than problems more remote from his experience.
2. Technological changes and curricular developments. These changes and developments are
constantly bringing forth new problems and new opportunities for research, like educational
innovations that are being advocated in classroom organizations, the teaching materials and
procedures, and the application of technical devices and equipment.
3. The graduate academic experience. This kind of experience, stimulates the questioning attitude
towards prevailing practices and effectively promotes problems awareness.
4. Consultation. This pertains to graduate student’s consultation with the course professor and
adviser.
5. Specialization. The scholarship that should result from intensive specialization in one or more
subdivisions of the chosen field of training will reveal both the accomplishments of completed of
training will reveal both the accomplishments of completed research and the problems yet
unsolved.
6. Analysis of an area of knowledge. In analyzing, a field of knowledge, the area under
consideration should be reasonably limited in scope. More appropriate areas for analysis are
physical growth, mental development, reading readiness, tests, prenatal conditioning.
7. Consideration of existing practices and needs. A systematic analysis of existing practices and
needs in a particular field is local, provincial, regional or national. The gaps in knowledge,
identified through such a canvass should be viewed as challenges rather than accepted in laissez
faire fashion as inseparable barriers to improvement. Included among such problems are those
manifest in actual practice: how a left-handed child learns to write, the unit plan of teaching and
the effect of school competition on social attitudes.
8. Repetition or extension of investigation. It is sometimes pointed out, that history is never
complete, that surveys of status can be accurate for the time and area represented, and that
many experiment should be repeated for purposes of verification. The physicist and chemist,
defend in a duplication of experiments under various conditions in different laboratories, for
fear that some uncontrolled factor may have been present in the original experiment.
9. Off-shoots of studies under way. Sometimes a problem, method or discovery that “buds out” of
an investigation in progress proves more fruitful than the original line of research.

Consultation with research professor is helpful. In most cases, many graduate students feel insecure as
they approach the choice of a problem. Sometimes, they keep on wondering if the problem they have in
mind is significant, feasible and free of unknown risks. One of the most important functions of a
research adviser is to help the adviser clarify his thinking and achieve a sense of focus by way of
developing a manageable problem.

The following topics/areas from which research problems be considered:

1. Team teaching
2. Distance Teaching
3. Flexible scheduling of class programs
4. Peer teaching
5. Field trips
6. Co-curricular programs
7. Uses of internet instruction
8. New teaching approach to biology
9. New teaching approach to chemistry
10. In-service programs
11. Follow-up of graduates
12. Sex education
13. Working conditions of teachers
14. Attribution of success and failure of students
15. Special education
16. Legal liability of teachers
17. Causes of dropouts
18. Out-of-school activities
19. Modular teaching
20. Work-study programs
21. Audio-visual learning instruction
22. Guidance counseling program
23. Case studies of multi-talented students
24. Perceptions of administrative leadership
25. Hazard pay for teachers
26. Discipline problems at Bataan High School as viewed by a group of seniors
27. Case study of children with autism
28. Survey of student attributes on the inclusions of Spanish in the curriculum.

The Research Problem

The selection of an appropriate problem suited to internal motivation of the researcher and his
capability to undertake it is very important. So, how does go about selecting a research problem?

There are different ways by which research problems are selected. Graduate students seeking for
research problems to write their theses/ dissertation in order to complete the requirements for
graduate degree is usually confronted with the identification of research problem. This involves reading,
discussing, with other graduate students, some of them are farther along in the graduate program and
Can provide insight into the selection process.

Identification of Research Problem

A good statement of the problem should provide the researcher with direction in conducting the
investigation. The statement should indicate the general focus and the educational context of the
problem. The statement of the research problem should be concise and should identify the key variables
of the research study.

Guidelines in Evaluating the Problem. These are questions to be answered in the affirmative that the
researcher should consider.

1. Will research proposed problem be effectively solved through the process of investigation? Can
the relevant d the question under data to be gathered to answer the question under
consideration be obtained?
2. How significant is the problem? Is it a new one? What will be its contribution to the intended
beneficiaries of the study?
3. Is the investigation on the problem feasible?
4. Is the researcher competent to plan, organize and carry out the considered problem?
5. Is the researcher competent to plan, organize and carry out the considered problem?

The Thesis/Dissertation Proposal. Probably one of the critical steps that a graduate student in thesis
writing is confronted with is the choice of a research proposal. A number of students find this stage
quite difficult although stimulating and challenging. Most often, this gives the student researcher a
difficulty in writing a thesis. Many students are anxious about the problem to undertake, how to go
about it and what research design to adopt. Their anxiety, which often interferes with their interests, is
to prepare a research proposal. A good research proposal has the qualities of significance, originality,
and feasibility.

The preparation of research proposal is a very important step in the research process. Many college and
universities require that a research proposal be submitted for evaluation by a committee before any
project is approved. This gives the thesis adviser a basis for assistance during the period of his direction.
It also provides systematic plan of procedures for researcher to follow. The initial draft proposal is
reviewed by the student and his thesis adviser for some modifications and revisions.

Guidelines/Format of Research Proposal

I. The Statement of the Problem and Its Significance. This is usually stated in a declarative
statement, but may be in question form. It must be limited enough in scope to make a
definite conclusions possible. The major statement of the problem may be followed by
minor statements.

The researcher must demonstrate a determined interest and sustained effort why it worth the
time, effort and expense required to undertake the proposed research study.
It is important to define terms to establish the frame of references with which the researcher
approaches the problem. The variables considered in the study should be defined in operational
terms.

Assumptions. These are conjectures or guesses of what the researcher believes to be fact but
cannot verify. A researcher may state the assumption that the participant observer in the
classroom, after a period of one week, will establish rapport with the students and will not have
a reactive effect on the behavior of students to be observed.
 Limitations. These are prevailing conditions beyond the control of the researcher, and in effect,
may place restrictions on the conclusions of the study.

Delimitations. These are boundaries of the study. An investigation of attitudes toward racial
minorities may be concerned only with upper middle class sixth grades pupils in a rural
community, and conclusions are not extended beyond this population sampled.

II. Review of Related Literatures and Studies. A synthesis of related literature and studies
which writings of recognized authorities and other previous research studies provide
pieces of evidence that the researcher is familiar with what is already known and what is
still to be undertaken. Effective research is based on past knowledge. This helps to
eliminate the possibility of duplication of what has been done. It is also helpful in
providing useful hypotheses and helpful guides for significant study. It is suggested that
only relevant literature citing similarities or disagreement to present conclusions helps
sharpen and define understanding of existing knowledge in the problem area.

In looking for related literature, the researcher should take into consideration important elements.
These are:
1. Reports on the results of studies closely related problems that have been investigated.
2. The research design used in the study including procedures used and data-gathering
instruments employed.
3. Population sampled and sampling methods utilized.
4. Variable that were operationally defined.
5. Extraneous variable that may affect the findings.
6. Recommendations for further research.

The research for related literature and studies is an important step in the research process. It is a
valuable guide in defining the problem, recognizing its significance, providing the data gathering devices,
suggesting appropriate study design, and the sources of fata.

The relevance and justification of reviewed literature and studies to the present study-local or foreign
literature give a balanced presentation being conducted in various readings.

Hypotheses. It is important a major hypothesis and several minor hypotheses. This strategy clarifies the
nature of the problem and provides direction to the data-gathering process. A good hypothesis has basis
characteristics that should be considered:
1. The hypothesis should be reasonable.
2. The hypothesis should be consistent with known facts.
3. The hypothesis should be stated in such a way that it can be tested and established to probably
true or probably false.
4. The hypothesis should be stated in simplest and concise terms.

The research hypothesis in a tentative to a question. It is an educated guess to be subjected to the

process of verification.

III. Research Methodology. This part of the research proposal consists of three parts
subjects, procedures, and data analysis. The subjects section describes the population
 from which the investigation will select the sample. The variables that are usually
considered include the chronological age, gender, age, level, sex, socio-economic status,
mental age and other pertinent attributes of the targeted population. The number of
subjects desired from the population and how they will be selected are also indicated in
this part of the research proposal.

The procedures part describes the research plan how the research will undertake the investigation what
data are needed and what data-gathering instruments will be employed.

The methodology of data analysis should be described clearly and be specific so that the reader will
know precisely what is planned.

Guidelines that should be considered in Research Methods:

1. The research design should be described in detail and adequate.
2. The samples should be described in detail
3. The variables that are considered relevant should be recognized.
4. The data-gathering research instruments should be appropriate.
5. The validity are reliability of research instruments should be established.
6. The sample and procedure should be replicated based on the information and references
obtained.
It is observed that one of the difficult stages a graduate student usually experiences in the desire to be a
full pledged master’s degree holder is the choice of a problem and the preparation of a thesis proposal.

An academic research study is usually required in partial fulfillment of the requirements of a degree
program.

Variables. It is a quantity or a characteristic that has two or more mutually exclusive values or
properties of object or people that can be classified, measures or labeled in different ways.

Characteristic of Variable
1. It is an observable characteristic of a person or objects being studied.
2. It is capable of assuming several values representing a certain category.
3. These are raw data or figures gathered by a researcher for statistical purposes.
4. They are values that may arise from counting and or from measurement.
5. Relationship They are the predicted values of one variable on the basis of another.

Determine Variables
1. Look for the causes and effects- Is there a cause-and-effect relationship between the variables?
Specify which variables you think are the causes and the effects.
2. Analyses the relations of one observation with another observation. Is there a relationship
between two variables, but not necessarily cause-and effect? State the variables in such a way
as to find how one affects the other.
3. Describe the characteristics that are not the same from all situations. What is the nature of
the variable under different conditions? Describe the target variables.

Measurement of Variables. Measurement is the process of assigning numbers to variables following a

set of rules. Each research method describes requires making measurement of characteristics or
behavior or subjects. Typically, measurements are classified into one of the four scales or levels of
measurement: nominal, ordinal, interval and ratio measurement.

1. Nominal Measurement. Is a classification of the measurement variables into different

categories? It is the simplest scales. The numbers or letters are assigned to objects as labels for
identification or classification. Classes or categories may be denoted by numbers as in grouping
by sex where) corresponds to male 1 to female. Other variables under this measurement are
race, religion, origin, marital status, dichotomous responses or preferences.

Real nominal measurement. -refers to variables, which are classified based on a naturally
occurring attributes like nationality, sex distribution and ethnic origin.

Artificial nominal measurement- means variables, which are classified, based on man-made
attributes following certain rules like passing or failing a test, being introvert and extrovert and
being a mild smoker or a heavy smoker.

2. Ordinal measurement. Is the amount of a variable placed in the order of magnitude along a
dimension? A scale that are ranges objects or alternative according to their magnitude in an
ordered relationship.
Examples: are hardness of materials, high average or low Intelligence Quotient (IQ) ranking in a
certain contest, graded responses to certain issues (strong, moderate, weak).

3. Interval measurement. Is the amount of variable and ordered along a dimension and the
differences between the assigned numbers represent equal amounts in the magnitude of the
variables measure/ Zero point of an interval scale in an arbitrary point, a scale that not only
arranges objects according to their magnitudes, but also distinguishes the ordered arrangement
in units of equal intervals?

The classic examples of an interval scale are the Fahrenheit and Celcius scales in measuring
temperature and grading system in a course. It is used to measure psychological attributes and
the researcher can comment on the magnitude of the average differences.

4. Ratio measurement. It is the amount of a variable along a dimension where the differences
between the assigned numbers represent equal amounts in the magnitude of the variable
measured. A scale having absolute zero where there is an absence of a given attribute. It also
refers to a variable where equality of ratio or proportion has meaning.
Examples: of ratio variable is force. One can speak of a force that is twice as large as another, or
of the absence of a force. Temperature is also another example; Zero Kelvin is a meaningful
concept. In fact, almost all variable in the natural sciences can be classified an interval, ordinal
or nominal. It takes into account the interval size and the ratio of two numbers. Measurements
of heights, weights and ages appropriately use the ratio scale.

Classification of Variables

1. Quantitative Data. Data that are obtained from ordinal, interval, or ratio measurements
indicating how much of a variable exists. It also refers to the numerical information gathered
about the samples. Numerical data gathered about the samples are either discrete or
continuous.
 2. Qualitative Data. These are the data obtained from nominal measurement, indicating that
variables differ in quality. It refers to the attributes or characteristics of the samples. It also
indicates information such as sex (male and female). Attitude (favorable or not favorable),
emotional condition (happy, sad).

Guidelines in Writing the Title

1. The title be clear and specifically stated.

2. The main concepts should be included like subject matter of the study, the place of the study,
the population involved, the period when the data were gathered.
3. The variables being investigated should be written as part of the title.
4. The number of words in the title should not exceed twenty substantive words, function words
should not be included in the counting
5. Certain forms of title phrasing such as a “Study of….:,An Analysis….” “ A Scientific Study of….”, “A
Experimental Investigation…”. Are to be avoided. They are vague and not acceptable for
inclusion in a research title.
6. If the title contains more than one line, it must be written like an inverted pyramid, all words in
capital letters.

Assignment:

1. What are the sources of a research problem?

2. State the differences between research problem and research objectives?
3. What factors influence the selection of a problem?
4. Describe the Why? What? When? Who? For whom? Of a research problem.
5. How is the title of a research problem formulated?