The Research Problem &

Objective – (120704)
Dr. Hermawan
Construction Management Research Groups
Civil Engineering Department
SCU
Email: hermawan.tjan@yahoo.com
Outline
• 12 Steps of Research
• Research and Decision/Action Problems
• Importance of Problem Specification
• Researchable Problem vs. Problematic Situation
• Problem Statements
• Objectives
• Developing Problem and Objective Statements
“12 Steps of Research”
1. Identify the research question
2. Initial review of literature
3. Distilling the question to a researchable problem
4. Continued review of literature
5. Formulation of hypothesis
6. Determining the basic research approach
7. Identifying the population and sample
8. Designing the data collection plan
9. Selecting or developing data collection instruments
10. Choosing the method of data analysis
11. Implementing the research plan
12. Interpreting the results
The Research Question

• The foundation of the research process

• It all begins with a question
Finding a Research Question

• From where ???????

– Curiosity
– Information Gaps
– Controversy
– Replication
– Literature Review
– Other People
– ...???
Types of Research Questions
• Conceptualize that a research study can ask
three types of questions:
– Descriptive question
– Relationship question
– Difference question
• This general classification scheme helps not only
with the design of the study, but also in
choosing the type of data analysis procedure
Descriptive Question
• Seeks to describe phenomena or characteristics of
a particular group of subjects being studied
– Answers the question “what is”
• Asking questions of the research participants
• Testing or measuring their performance
– Survey research

• Example
– What are the attitudes of rural parents toward the
inclusion of sexuality education in the school
curriculum? (Welshimer & Harris, 1994)
Relationship Question
• Investigates the degree to which two or more
variables are associated with each other
– Does not establish “cause-and-effect”
– Only identifies extent of relationship between
variables

• Example
– Is there an association between self-esteem and
eating behaviors among collegiate female
swimmers? (Fey, 1998)
Difference Question
• Seeks to make comparisons between or
within groups of interest
– Often associated with experimental research
• Is there a difference between the control group and the
experimental group?
– Comparison of one group to another on the basis
of existing characteristics

• Example
– Does participation in Special Olympics affect the
self-esteem of adults with mental retardation?
(Major, 1998)
Criteria for Selecting a Problem
• Interest
– Most important
• Significance
– Theoretical value
– Practical value
– Timeliness
– External review
• Manageability
– Expertise, time, resources
– Free from personal bias
Key Concepts
• What is a research problem and why is it important?
• Where do you find this “problem?”
• How can you distinguish it from other “parts?”
• Can and should the “problem” be researched?
• How does the “problem” differ for quantitative and
qualitative research?
• What are the five elements that comprise the “statement
of the problem” section?
• How do you write this section into your research?
A research problem is an educational issue
or concern that an investigator presents
and justifies in a research study.
Why is the Research Problem Important?

• Establishes importance of topic

• Creates reader interest
• Focuses reader’s attention on how study will
add to literature
Where is the Research Problem Located?

• Look in the opening paragraphs, and

ask yourself:
– What was the issue or problem that the researcher
wanted to address?
– What is the concern being addressed “behind” this
study?
– Why was the study undertaken in the first place?
– Why is this study important?
How Does It Differ from Other Parts of
Research?
• A research problem is an educational issue or
problem in the study
• A research topic is the broad subject matter
being addressed in a study.
• A purpose is the major intent or objective of
the study.
• Research questions are questions the
researcher would like answered or addressed
in the study.
Differences Among Topic, Problem, Purpose
and Questions

General Topic Distance Learning

Research Lack of students in

Problem distance classes

Purpose To study why students do not

attend distance education
Statement
classes at a community college.

Research Does the use of web site

technology in the classroom
Question
Specific deter students from enrolling in
a distance education class?
Can and Should the Problem Be
Researched?
• Can you study the problem?
– Do you have access to the research site?
– Do you have the time, resources and skills to
carry out the research?
• Should you study the problem?
– Does it advance knowledge?
– Does it contribute to practice?
How Does the Research Problem Differ for
Quantitative and Qualitative Research?

Use quantitative if your Use qualitative if your research

research problem requires problem requires you to
you to Learn about the views of the
• Measure Variables people you plan to study
• Assess the impact of Assess a process over time
these variables on an Generate theories based on
outcome participant perspectives
• Test theories or broad Obtain detailed information
explanations about a few people or
• Apply results to a large research sites.
number of people
Five Elements of a “Problem Statement”

FLOW OF IDEAS
What
Remedying
Evidence for Deficiencies
Educational the Deficiencies
Topic the in the
Issue will do for
Issue Evidence
Select
Subject •A Concern Audiences
•Evidence from •In this body of
Area •A Problem the literature evidence, what is
•Something How will
•Evidence from missing?
that needs a addressing
practical •What do we
solution what we need to
experiences need to know
know help:
more about?
– researchers
– educators
– policy makers
– individuals like
those in the study
Advancing the Topic

• Introduced in the first couple of paragraphs

• The general subject matter
• Needs to be introduced so that reader can
relate to the topic
The First Sentence of the Topic

• The narrative hook

• The narrative hook performs the
following functions:
– Causes the reader to pay attention
– Elicits an emotional or attitudinal response
from the reader
– Causes the reader to continue reading
Stating the Research Problem
• State in opening paragraph
• Identify an issue
– Research-based research problems
– Practical problems
• Reference the problem using the literature
Justifying the Importance of the
Research Problem
• Justification based on what other researchers have
found
• Justification based on personal or workplace
experiencese
Identifying Deficiencies in the Evidence

• What do we still need to know?

• What else do we need to know to improve
practice?
Identify the Audience
• Who will profit from reading our study?
– Other researchers
– Practitioners
– Policy makers
– Special populations (e.g. parents)
How Do We Write the “Statement of the
Problem” Section?
• One paragraph for each of the five elements
• Heavily reference this section to the literature
• Provide statistics to support trends
• Use quotes from participants (in moderation)
Statement of the Problem
• A very specific statement which clearly identifies
the problem being studied; will usually identify
the key variables as well as give some
information about the scope of the study
• May be in either question or declarative form
• May include inherent sub-problems, if
appropriate
• Formulation of problem statement takes place
after an initial review of related literature and the
distillation process
Problem Statements
• “The problem of this study was to …”
• “This study was concerned with …”
• “This study is designed to …”
• “The purpose of this investigation is to …”
Sample Problem Statements
1. The problem was to investigate the effects of
exercise on blood lipids among college-age females.
2. This study was designed to determine the
relationship between stability performance and
physical growth characteristics of preschool children.
3. The present study was designed to identify those
characteristics which differentiate between students
who binge drink and those that do not.
4. The problem of the study was to determine is there
is a relationship between self-efficacy and self-
reported alcohol usage among middle-aged adult
females.
Delimitations
• Delimitations define the scope of the study.
That is, they set the boundaries of the study
• Normally under control of the researcher
• Examples include
– number and kinds of subjects
– treatment conditions
– tests, measures, instruments used
– type of equipment
– location, environmental setting
– type of training (time and duration)
Limitations
• Limitations are very similar to delimitations,
but they tend to focus on potential
weaknesses of the study
• Examples include
– sampling problems (representativeness of
subjects)
– uncontrolled factors and extraneous variables
– faulty research design and techniques
– reliability and validity of measuring instruments
– compromises to internal/external validity
Limitations continued
• Possible shortcomings of the study . . . usually
cannot be controlled by the researcher
– the researcher will, of course, try to eliminate
extremely serious weaknesses before the
study is commenced
• May be a result of assumptions not being met
• No study is perfect; the researcher recognizes
the weaknesses
Assumptions
• Assumptions are basic, fundamental conditions
that must exist in order for the research to
proceed
• Basic premises required in the study... the
researcher does everything possible to increase
the credibility of the assumptions, but does not
have absolute control
• Assumptions could be made about (1) the
motivation of the subjects, (2) whether subjects
responded truthfully, (3) the validity of the
measuring instrument, and (4) whether subjects
followed directions correctly
• A research problem (also “issue” or “question”) indicates
the need or desire to know or to understand something.
• Problem solving has three steps:
1. Obtaining relevant information about the problem
and potential solutions – research component
2. Examine alternative approaches and chose among
them – decision component
3. Determine how to implement the decision and take
action – action component
• This lecture deals mainly with the first of these three
components, recognizing that they are all interconnected.

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Research vs. Decision Problems
• Research problems and decision problems may be
closely related, especially in subject-matter or
problem-solving research.
• Also, decision (subject-matter) problems and
action problems usually go together – we make a
decision, then act on it.
• Disciplinary research however, may not lead to a
specific decision or action. Disciplinary problems
are of interest within the discipline and are
oriented to the generation of knowledge.

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• When research does lead to decision or action it
is important to keep the research activity
separated from the decision and implementation
activities.
• This helps to maintain as much neutrality as
possible in the research process and helps the
researcher remain objective.
• A model of problem solving is presented in
Figure 6.1 (developed by Glenn Johnson, 1976)
for pragmatic problem-solving research.

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Model of Problem Solving (Johnson, 1976)

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• This model of problem-solving is not relevant to
disciplinary research, which is less likely to
require decisions.
• Problem solving for decision making:
– is initiated with problem definition,
– progresses to analysis,
– then decision making and actions follow to
implement the decision.
• Normative and positivistic knowledge are used
interdependently, impacting each step in the
process.

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The dashed line separates research (information generating) from
the problem solving process

RESEARCH
PROBLEM-SOLVING
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• This separation of research from decision making
is not considered useful, or even valid, by some
economists.
• They believe the decision process is part of the
research process.
• However, Johnson (and Ethridge) feel that
“to mix the research and decision aspects
may fragment the researcher’s attention, and
it may subconsciously influence the outcome
of the research.” (ie. The research is not
objective.)

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Research Problem Identification
• This is the most critical and important part of all
research projects.
• The problem is the focus of both basic and
applied research. It is the reason (justification) for
the research.
• The problem identification and explanation affect
the quality, usefulness, effectiveness, and
efficiency of the research, more than any other
part of the research plan.

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• The research problem is the reason the
research is being undertaken
• The written problem description is the only
credible evidence that a clear understanding of
the issue has been achieved.

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Researchable Problem vs.
Problematic Situation
• The researchable problem is the very specific
problem at which the objectives of the research
are directed.
• It can be understood by contrasting it with the
general problem, also called a problematic
situation.
• Problematic situations are very large in scope and
have many dimensions.
eg. World food (or hunger), Low incomes in
developing countries, High birth rates, Low
education levels, Restrictive trade policies,
unemployment
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• Problematic situations are not researchable within
an individual research project.
• But, specific components of these problematic
situations are researchable, when broken into
distinct components.
• The components must be:
– confined in scope and complexity, and
– support a set of research objectives that can be
achieved with given resource constraints (time
& money).
• Research from many individual projects can be
combined to address problematic situations.
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The Problem Statement

• Research problems are always linked to a more

general set of problems, so it is useful to separate the
problem statement into two parts:

1) The general problem (or problematic situation),

2) The specific problem (or the researchable
problem).

• Note that the specific problem is not necessarily

“small”, but rather it must be precisely specified and
capable of being addressed with available resources.
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• The general problem statement provides the
background or setting for the researchable
problem.
• Usually, it helps to introduce the problem with
very general statements, then progressively
narrow the focus to more specific, precise issues.
• However, if the reader of the proposal is already
knowledgeable on the subject, the broad
general discussion can be reduced.
ie. The problem definition should be tailored for
the expected audience.

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• For example, consider a situation where a
student from a foreign country plans to conduct
research about his home country.
– The student’s research committee may not
know much about the country,
– so it is helpful to provide descriptions of the
economic, social, political and institutional
conditions in the country
• Sample proposals are provided in Appendices A
(government agency), B (master’s thesis), and C
(PhD dissertation)

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• The general problem statement sets the stage
for the specific, researchable problem.
• The specific problem narrows the perspective to
a set of issues on which knowledge or
information is needed.
• It must be clarified,
– what knowledge is needed
– the reasons the knowledge is needed
– by whom the knowledge is needed
– the potential purposes it could serve.

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 Five guidelines below provide a checklist in
developing effective problem statements:
A. The researchable problem must be sufficiently
specific to be addressed with available resources
(eg. time, research expertise, data, tools, financial
support)
B. The dimensions of the problem should be
described in objective (neutral) rather than
subjective terms
eg. “Wheat producers in the European Economic
Community are overpaid.”

BETTER:
“Wheat producers in the European Economic
Community are subsidized”
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C. The problem must be described sufficiently so that
other people can comprehend it
(This applies to both general and specific problem
statements)

D. The researcher’s perceptions of the problems may be

intuitive, but must be developed logically

E. The problem explanation must provide the reason

(justification) for the research objective

(at this point, it is helpful to read the general and specific

problem statements in Appendix B, MS Thesis, pp 192-193)

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Objectives
• Objectives specify what the research project proposes to
accomplish (do, achieve, estimate, determine, measure,
evaluate, etc.)
• The are usually best specified in general and specific parts.
Often the shortest part of the proposal, but it is the
centerpiece.

1) General objective – states the main purpose of the

study. It should derive directly from the research
problem statement. One sentence is best!
2) Specific objectives – a set or list of sub-objectives,
each of which contributes to achieving the general
objective

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Developing Problem and Objective
Statements
• There are no constant rules or procedures to
developing problem and objective statements. It
may depend on how much you know about the
subject of the research.
• If your knowledge of the subject is limited, you
may start with a broad consideration of the
subject – then narrow the focus by segmenting
problem areas into logical components (issues,
questions, etc.)

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• If you know more about the research area and
already have a good idea about the researchable
problem, you may need to develop the general
dimensions or context of the problem. (ie.
Opposite from the previous example).
• Once the problem has been defined and general
objective identified, the specific objectives often
naturally follow, by considering what are
important components.
• A logical and clearly written statement of
problems and objectives is often the most
difficult part of proposal writing.

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