Selection and Formulation of Research Problem

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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)

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Rifle vs. Shotgun Analogy
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Behavioral Researchers

• Analyze limited aspects of broad problems
• Q Why cant we afford to do more than this?
• Learn more and more about less and less until we
  know everything about nothing?

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Question

• What are some of the obstacles which may
  discourage a person from undertaking research?

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Why choosing a topic is a real challenge?

• Beginners possess real problem awareness

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Where do you see problems that can ignite your
mind to think about research?

• Classroom
• School
• Community
• Own teaching experiences
• Classroom lectures
• Class discussions
• Seminars/workshops/paper presentations
• Internet
• Out-of-class exchanges of ideas with fellow
  students and professors
• Reading assignments
• Textbooks
• Special assignments
• Research reports
• Term papers
• Consultation with
• Course instructor
• Advisor
• Major Professor
• Faculty member

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Number ONE Requirement

• You need to have an inquisitive and imaginative
  mind
• You need a Questioning attitude
• Wonder why?

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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)?

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Actively involve yourself (and other experts) in
NARROWING REFINEMENT of the problem

• Narrowing the focus
• Population
• Situation (time, condition, subject availability,
  researchers readiness, resources available,
  etc.)
• Measurements
• Issue(s) dealt with?
• Setting the scope of the problem (this is my
  lineI wont go beyond it)

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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

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Characteristics of good topics?

• Interesting keeps the researcher interested in
  it throughout the research process
• Researchable can be investigated through the
  collection and analysis of data
• Significant contributes to the improvement and
  understanding of educational theory and practice
• Manageable fits the level of researchers level
  of research skills, needed resources, and time
  restrictions
• Ethical does not embarrass or harm participants

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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

• Causes of aggression and violence
• Remembering and forgetting
• Improving Memory
• The effects of stressful environments on health
  and social interaction
• The effect of early childhood experiences on
  later development
• Best ways to treat depression
• Reducing prejudice and inter-group conflict

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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)

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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?

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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)

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motivated to learn math (which ones are
operational?)

• As shown by enthusiasm in the class
• As judged by the students math teacher using a
  rating scale she developed
• As measured by the math interest questionnaire
• As shown by attention to math tasks in class
• As reflected by achievement in mathematics
• As indicated by records showing enrollment in
  mathematics electives
• As shown by effort expended in class
• As demonstrated by number of optional assignments
  completed
• As demonstrated by reading math books outside
  class
• As observed by teacher aides using the
  mathematics interest observation record

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1,4,5,7, and 9

• Did not specify the activities or operations
  necessary for identifying the behavior
  (motivation to learn mathematics)

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Operationalize the following

• Attitude toward self (self-concept)
• Creativity
• Ability to think critically
• Disruptive behavior
• Work-related stress

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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?