1.

Study the problem if your study will fi ll a gap or void in the existing
literature.
2. Study the problem if your study replicates a past study but examines
different participants
and different research sites.
3. Study the problem if your study extends past research or examines the topic
more
thoroughly.
4. Study the problem if your study gives voice to people silenced, not heard, or You should research a problem if You should research a You can research a problem if
rejected problem if the study of it you have
in society. potentially contributes to access to participants and
Exploring and understanding a problem
5. Study the problem if your study informs practice. educational knowledge or research sites as well as time,
◆ Learn about the views of individuals
adds to the effectiveness resources, and skills needed to
◆ Assess a process over time
of practice study the issue.
◆ Generate theories based on participant perspectives
◆ Obtain detailed information about a few people or research
A research problem differs from the topic, the purpose
sites
and the research questions due to its generality. It's not
as general as the topic adressed but not as specific as the
purpose or research questions QUALITATIVE
Should Can

Explaining or predicting relations among variables

◆Measure variables
◆“What is the specific controversy or issue that I ◆ Assess the impact of these variables on an outcome
need to address?” ◆ Test theories or broad explanations
QUANTITATIVE
◆ “Why is this problem important?” Research problems are the educational Identifying Is mportant to identify ◆ Apply results to a large number of people
◆ “How will my study add to what we already know issues, controversies, or concerns that guide if the research is
about this problem? the need for conducting a study. Research
a Research qualitative oR
◆ “Who will benefit from what I learn about this problems narrows the topic adressed. Problem quantitative
problem?

Writing a problem
statement

◆Introduction 1. The topic

◆ Initial frame of reference for the study.
◆ Encourage readers to continue reading.
TOPIC
◆ Generate interest in the study.
◆ Use narrative hooks
◆ General overview of the problem adressed.
NARRATIVE HOOK
Individuals and groups who will read and
2. The research problem
potentially benefi t from the information
3. A justification of the importance of the problem as found in
provided in your research study
the past research and in practice AUDIENCE
4. The deficiencies in our existing knowledge about the
The audience vary depending on yur type
problem
of study.
5. The audiences that will benefit from a study of the problem

DEFICIENCIES
JUSTIFICATION
1. Statistical data
2. A provocative question RESEARCH PROBLEM The past literature or
3. A clear need for research Deficiencies in the
practical experiences of
4. The intent or purpose of the Reasons that explain why is research may require a need to
the researchers
study this issue important? Why this extend the research, replicate a
does not adequately
topic needs to be studied? study, explore a topic, lift
address the research
the voices of marginalized
problem.
people, or add to practice.

Defining all said previously about Justification based on

research problem you can write a clear experiences others
Justification coming
research problem statement. have had in the
from ther researchers
and experts as reported workplace Deficiency in practice means
in the literature. Justification based on that
◆ Problems or gaps you personal experiences educators have not yet identifi
◆Suggestions from other have seen in your ed good and workable solutions
researchers that this workplace, partners, ◆ You have suffered the for schools or other educational
problem needs to be etc.. problem first-handed. settings.
studied. ◆ Used in both ◆Studies with practical
Nicolás Iván López Huertas
◆Based on an ncomplete quantitative and orientation
20142165065
model or theory qualitative research, ◆Used in qualitative
Research in L2
◆ Used in btoh qualitative research,
Universidad Distrital Francisco José de Caldas
Creswell, J. W. (2005). Educational research: Planning, conducting, and and quantitave
evaluating quantitative and qualitative research. research