THE RESEARCH PROBLEM

What is the research problem?

A research problem is exactly that- a problem that someone would like to research. A
problem can be anything that a person finds satisfactory or unsettling, a difficulty of some sort, a
state of affairs that needs to be changed, anything that is not working as well as it might.
Problems involve areas of concern to researchers, conditions they want to improve, difficulties
they want to eliminate, questions for which they seek answers.

Research Problems Classified According to Practical Purposes

According to the Columbia University Bureau of Applied Social Research, research problems
may be classified according to practical purpose (Merton, 1973):

1. Diagnostic. You determine if an action is required. You look at he magnitude and extent
of the problems, changes ad trends since the past appraisal, and differences among
affected groups, areas and institutions.

2. Prognastic. You forecast trends in order to plan for future needs. Among the things you
can look into would include analyzing market trends among affected groups, areas and
institutions.

3. Differential prognosis. In this category, you determine choices among alternatives.

These are essentially policy alternatives. Example: public reaction to deregulation of
telecommunications.

4. Evaluative. This is basically the appraisal of the effectiveness of programs. Example:

assessing the effectiveness of the communication campaign on environmental issues.

5. General background data. This category has something to do with studies of general
usefulness such as population census.

6. Educative research. This deals essentially with issues regarding providing information
to the public with the purpose of countering misconceptions.

Tips in the Selection of a Research Problem

The following tips should help you select your research problem:
1. A thorough understanding of the known facts and accepted ideas in the help being
pursued is a necessity.
2. Use your natural curiosity as guide for selecting a problem. Satisfaction of personal
curiosity is a desirable incentive in the selection of a topic study.
3. Young and inexperienced researchers may not have the necessary capability to deal
with broad and complicated research problems.

Basic Questions About a Research Problem

Five questions that will help you clarify your research problem are as follows:
1. Is the problem interesting? It is better to work on something that interest you.
2. Is the problem new? Choose a problem that is relatively new and has not been fully
studied.
3. Will the study add to knowledge? You must be convinced that by doing the study, you
will contribute new knowledge.
4. Is the problem feasible? Choose problems that you can manage; those that can be
feasibly undertaken.
5. Has anyone else had a prior claim to it? You may not be able to claim credit for a
research problem that has already been studied previously by other researchers, but you
may be able to arrive at other findings.
Rules in Defining a Research Problem

These rules should serve to guide you in defining your research problem:
1. Be sure that the topic you choose is neither too vague nor too broad in scope.
2. To make the problem clearer and more understandable, state it as a question which will
require a definite answer.
3. Carefully state the limits of the problem, eliminating all aspects and factors which w ill
not be considered in the study.
4. Define any special term that must be used in the statement of the problem.

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 ready for investigation. These elements are:
1. Aim, objectives, targets, or purposes of the problem for investigation. This answers the
questions “why?” Why is there an investigation, inquiry or study?
2. The subject matter or topic to be investigated. This answers the questions “What” What
is to be investigated or studied?
3. The place or locale where the research is to be conducted. This answers the question
“Where?” Where is to be investigated?
4. The period or time of the study during which the data are to be gathered. This answers
the question “When? When is the study to be carried out?
5. Population or universe from whom the data are to be collected. This answers the
questions “Who?” or “From Whom?” Who are the respondents?

Characteristics of Good Research Problem

Once a research question has been formulated; researchers want to turn into as good as
possible. Good research problem should possess these essential characteristics:

1. A research problem should be of great interest to the researcher.

2. A research problem should be relevant and useful to a specific group of people.
3. A research problem is good when it is novel in that it possesses the element of newness
and freshness.
4. A good research problem should be well-defined or specified.
5. A good research problem should be measurable.
6. A good research problem is time-bound.
7. A research problem is good if it does not cause ethical or moral violations.
8. A research problem is good if the study of it will contribute to the refinement of certain
important concepts, creation or improvement of research instruments and analytical
systems, and will permit generalizations.
9. A research problem is good if it is manageable.

Variable

It is a quantity or a characteristic that has two or more mutually exclusive values or

properties of objects or people that can be classified, measured or labeled in different ways.

Characteristics of Variables

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. They are the predicted values of one variable on the basis of another.
Types of Variables

1. Discrete variables – it is one that can take on only a finite or potentially countable set of
values. Examples: Number of pupils, population of the city, car sales,

2. Continuous variables – it is one that can take on an infinite set of values between any
two levels of the variables. They are result of measurements. Examples:
measurement of weights, psychological variables, measurement of heights

3. Independent variable – this is the stimulus variable, which is chosen by the researcher
to determine its relationship to an observed phenomena. This is called the cause, object
and variate of the investigation. This may be an observed event, factor that is expected to
effect another variable.

4. Dependent variable – this is the response variable, which is observed and measured to
determine the effect of the independent variable. This is sometimes called effect, results,
criterion in the study.

5. Moderate variable – this is secondary or special type of independent variable chosen by

the researcher to ascertain if it alters or modifies the relationship between the independent
and dependent variable.

6. Control variable – this is a variable controlled by the researcher in which the effects can
be neutralized by eliminating or removing the variable.

7. Intervening variable – this a variable which interferes with the independent and
dependent variables, but its effects can either strengthen or weaken the independent and
dependent variables.

Example: Effects of Educational Qualification on Performance

Independent Intervening Dependent

Variable Variables Variable

Age, Civil Status,

Educational Gender, Experience,
Qualification Socio-Economic Performance
status, values,
Attitudes towards
works
Determining 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. Analyze 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?

Measurement of Variables

1. Nominal measurement – is a classification of the measured variables into different

categories. It is the simplest scale. The number 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 0 corresponds for male and 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 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 arranges objects or alternatives 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, and 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 variable measured. The zero point of an interval scale is an arbitrary point, a scale
that not only arranges object according to their magnitudes, but also distinguishes the
ordered arrangement in units of equal intervals.

4. Ratio measurement – 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.

Almost all variables in the natural sciences can be classified an interval, ordinal,
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 he 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 sample.
It also indicates information such as sex (male and female), attitude (favorable or not
favorable), emotional condition (happy or sad).
Theoretical and Conceptual Framework

Some researchers use both the theoretical and conceptual framework, however, it is
advisable to use only one. They both provide clear explanations regarding the relationships of
the variables. The fact that variables can be shown to be associated, but does not guarantee that
the relationship of variables has significance, research study must have a framework as a legal
basis to describe properly the process of the study.

The theoretical framework shapes the justification of the research problem objectives in
order to provide the basis on its parameters. It is desirable for a researcher to identify the key
concepts that are used in the study for better understanding of the rule of theory in research. It is
a symbolic construction, which uses abstract, concepts, facts or laws, variables and their relations
that explain and predict how an observed phenomenon exists and operates. An investigation is
required to formulate existing theories which link the study because theories are useful devices
for interpreting, criticizing, and unifying established scientific laws and facts that guide in
discovering new generalizations.

Conceptual framework presents specific and well-defined concepts, which are called
constructs. Its function is similar with theoretical framework because construct used are derived
from abstract, concepts of the theoretical framework.

Theory, Model, Perspective Approach

Theory consists of generalizations (statements or conclusions) about a phenomena based on

some amount of evidence and continued verification. Theory develops from studies over a
period of time, which tends to show that it is true. In a theory, there are concepts. Among
concepts, one or more can be identified as the dependent variables, and as independent variables.
The theory purposes the way these variables are related. In a theory, the hypothesized
relationships have been tested and confirmed or validated to some extent. Hence, the theory
belongs to a level of generalizations, but still, the theory must be further verified in other
situations.

There are two types of theories. (1) Speculative philosophical theory, which analyzes data
and prescribes norms. (2) Empirical theory, which derives conclusions of cause-effect and
relationships of variables.

Model is a construction of variables and their relationships used to represent the reality.
It provides a picture if what the phenomena could be like. More often, model could be illustrated
and also be explained in words. The examples are system model and a particular developmental
model.

Perspective is used instead of theory, model and paradigm. Perspective is referred in

cases of hesitancy in using theory, when explanation and the generalizations cannot approximate
he nature theory. Perspectives denote the mind set, the system of thought, or context of terms,
the meanings and conclusion.

Theoretical perspectives are description and explanation about the reality, about he
phenomena. The perspective provides the researcher with a way of looking at reality, at the
phenomena. The researcher will analyze and interpret the data to prove the hypothesis and
answer the research problem.

Approach is the language of research that includes the word approach. It conveys the
idea that the research will deal with the problem in a particular way. In writing your approach,
state the idea that you will use to analyze and interpret the information that you will gather about
your problem. State what techniques you will use to analyze and interpret your data (examples
behavioral approach from the behavioral theory-data will be interpreted in relation to the
elements of behavior of persons, or groups; quantitative approach –data will be analyzed using
numbers, mathematics, statistics).
 Research Paradigm

Paradigm is a diagrammatic representation of a conceptual framework. It depicts in a

more vivid way what the conceptual framework wants to convey. Examples of research
paradigms:

1. The Context Input Process Product Model (CIPP) developed by Daniel Stufflebeam and
Egon Guba is an illustration used. This process of delimiting, obtaining and providing
useful information for judging decisions alternatives.

INPUT
Local government Unit
Funding
Curriculum
Administration
Faculty
Student
Physical Facilities

PROCESS
- Qualitative Components - Quantitative Components
- Student Services - Funding
- Research - Studentry
- Community Extension - Support Structures
Services - Student Services
- Alumni Affairs - Linkages and Networks
- Linkages and Networks

PRODUCTS

Strengths
Weaknesses
Proposed Development Plan
Policy Reformulation
Structuring
Retrenchment