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)
 Behavioral Researchers…

 Analyze limited aspects of broad problems

Q: Why can’t we afford to do more than this?

 Learn more and more about less and less

until we know everything about nothing?
 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
 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
 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…”)
 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)

 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?