NCM-111 USI Vincentian Learning Module

Lesson 2: DEFINING THE RESEARCH PROBLEM

Lesson Overview

Any research activity starts with a problem in the mind of the researcher. How the
researcher finally decides on which problem to work on, is dependent on many factors.

This module covers the four (4) steps involved in defining the research problem: topic
selection; problem statement; objective formulation; and justification of the research topic and
objectives. The activities involved, as well as important guidelines to remember in conducting
each step are likewise discussed.

Learning Outcomes

At the end of the lesson, you will be able to:

1. Identify important factors to be considered in selecting a research topic.

2. State the research problem underlying the selected research topic.
3. Formulate measurable general and specific objectives.
4. Justify the significance of the research topic and objectives selected.

Learning Content and Self-Assessment Questions (SAQs)

Selecting a Research Topic: Commonly Used Criteria

Below is a listing of some of these factors commonly considered, together with the
questions which the researcher needs to answer as he/she considers each of these factors.
Frequently, the final decision on which topic to work on in the proposed research is a product of
a combination of these factors

I. Interest, background, and quality of the researcher

II. Relevance
a. How large or widespread is the problem?
b. Who is affected?
c. How severe is the problem?
d. Is the topic covered by the current scientific or intellectual interest of the
academic or health community?
e. Is my topic in line with the priority areas of the funding agency to whom my
proposal will be submitted? If the funding agency is PCHRD, is the topic part of
the NUHRA or the RUHRA?

III. Avoidance of Duplication

a. Has the topic been investigated before?

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

b. Are there still existing gaps in knowledge or major questions which still deserved
further investigation?

IV. Feasibility
a. Can the study be done given the existing human and financial resources?
b. Can data from the required number of samples be collected within the time
frame of the study, given the inclusion and exclusion criteria?
c. Are materials and equipment needed for the conduct of the study available?

V. Applicability of Possible Results and Recommendations

a. What is the chance of the recommendation from the study being applied?

VI. Urgency of the Data Needed

a. How urgently are data needed for making decision?

VII. Ethical Acceptability

a. How acceptable is the research to those who will studied? (Note: Cultural
sensitivity must be considered)
b. Can informed consent be obtained from the subjects?
c. Will the condition of the subjects be taken into account?

Identifying the Research Problem

A research problem is an area of concern within the selected topic where there is a gap
in knowledge. It provides the motivating factor for the research objectives to be answered
in the research. It is the jump-off point of the basis for the research objectives to be formulated.
It can also provide the basis for the significance of the research project.

Example:

Topic: Health Information System

Research Problem:
• Poor quality of data routinely collected by RHUs
• Poor data quality leads to low level of data utilization at all levels, from RHU to
the regional levels, hence wasting time and resources in data collection
• Poor data quality is an inhibiting factor to evidence-based decision-making

Formulating the Research Objective

The research objective is the most important part of the research process because it is
the basis of everything to be done. Research objectives summarize what is/are to be achieved by
the study and reflect the questions the study wishes to answer. If the whole research process
can be compared to a car, the research objectives serve as the “steering wheel” because it is the
one which provides direction regarding the rest of the steps of the research process. As indicated
in the previous section, research objectives are derived from the research problem.

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

There are two ways of stating research objectives: either in form of a statement, or a
question. For example, a research objective on the relationship between smoking and lung cancer
can be stated in any of the following ways:

• To determine if there is a relationship between smoking and lung cancer

• Is there a relationship between smoking and lung cancer?

Difference Between Project and Research Objectives

A number of people find it difficult to differentiate between program/project and research

objectives. The output of a program/project objective is a set of activities or actions that comprise
a program/project such as a health intervention. In contrast, the output of a research objective
is an answer to a research question.

Example:

Topic: Health Information System

Research Problem:
• Poor quality of data routinely collected by RHUs
• Poor data quality leads to low level of data utilization at all levels, from RHU to the
regional levels, hence wasting time and resources in data collection
• Poor data quality is an inhibiting factor to evidence-based decision-making
Research Objective:
• To determine the timeliness, completeness, accuracy, and reliability of the data
routinely collected by the RHUs.
• To determine the processes adopted at the RHU level to maintain the quality of
MCH data routinely collected
Project
• To develop a system of recording and reporting in the RHU to ensure quality data
collection and utilization

General and Specific Objectives

General objectives provide an overall description of the general intention of the research
activity. It reflects the overall purpose of the project. It states what is expected to be achieve by
the study in general terms.

The specific details which comprise the general objective are spelled-out in the specific
objectives. They are statement regarding the specific questions expected to be answered in the
study. They break up the general objective into smaller, logically connected parts. They
systematically address the various aspects of the problem as defined in the problem statement.

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

Example:

General Objective:
To determine the extent and nature to which staff of the Regional Health Office are
exposed to occupational stress.

Specific Objectives:
1. To determine the prevalence of occupational stress among the staff of the Regional Health
Office;
2. To determine whether the following factors are associated with occupational stress among
the staff of Regional Health Office:
a. Sex of the employee
b. Length of employment
c. Type of Position (Management; Technical; Administrative)

Reasons for Specifying Research Objectives

1. Define the focus of the study.

2. Identify the specific variable to be measured, and avoid the collection of data which
are not essential to the problem identified.
3. Organize the study into clearly defined parts and phases.
4. Guide the researcher in the development of the research methodology, and orient
the collection, interpretation and analysis of the data.

Characteristics of Good Research Objectives

1. They are phrased clearly and specifically. They are focused on what the study is
attempting to solve, and cover the different parts of the problem in a logical way.
2. They are clearly phrased in measurable, operational and observable terms,
specifying exactly what the research wished to measure and collect.
3. They are realistic, considering the constraints within the local condition and should be
feasible.
4. They use action verbs which are specific enough to be measured.

Specific Action Verbs Non-Specific Action

Verbs
Determine Appreciate
Compare Understand
Compute Explore
Describe Dramatize

Justifying the Significance of the Research

Justifying the significance of the research involves convincing other that the research
problem to investigated is important. It is about explaining what is not known about the

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

problem hence the need for the proposed research. It requires providing documentation that
the proposed research is actually a problem, through the use of related literature as well as
information from available reports, statistics and documents.

Developing the section on the significance of the proposed research involves answering
the following questions:

• What is the contribution of my research to existing knowledge in this area?

• How will my research results improve:
o current practices?
o existing policies?
• Is the problem to be studied current or timely? Does it exist now?
• How widespread is the problem in terms of number of areas or people affected?
• Does the problem affect the important populations of special interest (ie., mother
and children, elderly, youth, etc.)?
• Does the problem relate to on-going programs, projects or initiatives?
• Does the problem relate to broader social, economic or health issues (ie., poverty,
climate change, status of women and children, etc.)?
• Who else are concerned about the problem (ie., government, civil society, church,
etc.)?

Justifying the Significance of the Research: How to Write-Up this Section?

1. Review your answers to the questions listed earlier.

2. Sort your answer into two (2) categories – whether they address broad or specific issues
related to your research problem.
3. Arrange your answers in 1-2 paragraphs which justify the importance of the research
problem.
4. The suggested flow of the discussion follows an inverted triangle – starting with broad
issues related to particular groups or settings to be studied in the proposed research.

Identification of End-Users and Target Beneficiaries

The main question to be answered under this section of the research proposal is: “who
can use, apply or benefit from the results of my research?” these can be specific persons, groups,
agencies or institutions. Each end-user/target beneficiary may have a different use or can benefit
from the research results in a different way. The proponent must describe in a concise way
specifically how each end-user/target beneficiary can apply or benefit from the research results.

Example:

Research Title: “Capacities and Needs Assessment for Health Emergency Management
Among Conflict-Affected and Disaster-Prone LGUs in the Ligwasan Wetlands Biodiversity
Reserve (LBWR)”

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

End-Users/Target Beneficiaries:
• LGUs of disaster-prone areas
• Legislators at the regional and local levels
• Academicians/researchers
• Residents in disaster-prone communities

However, simply enumerating or listing the expected end-users and target beneficiaries
does not provide an effective message on how important the proposed research is, because there
is no description of exactly how the results can be used. It is the description of how the results
will be used which will give reviewers an idea of whether, indeed, the research output s can
contribute to existing knowledge, influence policy or lead to the development of a useful product
and therefor deserves to be funded.

Example:

Research Title: “Capacities and Needs Assessment for Health Emergency Management
Among Conflict-Affected and Disaster-Prone LGUs in the Ligwasan Wetlands Biodiversity
Reserve (LBWR)”

Significance of the Study

This study has immense use not only for the health services providers’ network and
government health functionaries and personnel in the four LGUs, but also for the Local
Government Units, in harnessing and mobilizing local resources toward an integrated and
harmonized health emergency planning for preparedness and resilience.

On the policy side, legislators, both at the local and regional levels, use the results of this
study to push for more integrative approaches in capacitating and health-related
functionaries and other personnel down to the barangay level.

The tool for gathering data can be integrated in various social science courses, especially
in the Sociology of Disaster, and in the graduate program in Public Administration,
especially in Public Policy (Health and Emergencies in LGUs). These tools are not yet
included in the catalogue of traditional methods of gathering data in most institutions of
higher learning in the region.

More importantly, communities that continue to suffer from inordinate and heavy damage
to life and property after armed conflicts and natural disasters can also learn to appreciate
their pro-active role in mitigating disasters and in lessening their vulnerabilities to health
and life-risks resulting from diasters.

Author: Guiam, Ruffa (2013)

Lesson 2: Defining the Research Problem

 NCM-111 USI Vincentian Learning Module

Self-Assessment Questions

As early as today, it is important that you think of your possible research problem that
you may undertake as your research study in this course, NCM 111. As earlier discussed, the
selection of a research problem is tedious. It entails a lot of consideration even before you have
one. In answering your SAQ, kindly take note of all the learnings that we discussed in this lesson
in defining your probable research problem.

Instructions: Individually, define one (1) research problem that wish to undertake in this
course. As a general rule, the research problem should be related to Nursing or other allied
medical concepts that can be linked, still, to Nursing. Research problems may cover the different
fields of Nursing practice such as clinical, managerial or administrative, academics, community,
and the likes.

Before coming up with a research problem, you must, first, identify the topic that where
your research problem is taken from. Provide a brief background of the study stating why the
study is relevant and should be undertaken. It is preferred that you cite sources in stating your
background of the study. State the research objective of the research problem you wish to study.
Lastly, give a short description of the significance of the study citing at least three (3) end-users
or target beneficiaries. Kindly refer to the table and example below:

Background of the Significance of the

Topic Research Problem Research Objective
Study Study
Clinical Nursing: • Despite the Throughout the years, To explore the concept The study will be
Care and Caring definition of despite advances in the of care among patients beneficial and of great
Concept universality of care, management of leprosy with Hansen’s Disease importance to the
caring experiences available in the market, through the interwoven following:
have been a leprosy has been closely caring expectations and
subjective linked with stigma- experiences of the • Department of
attribute. tization, discrimination respondents Health-Philippines
• Inclusion of and social isolation can use the results of
concept care had (Handog E., et al., the study as basis for
been minimally 2011); this disease had planning and
used in the been met with shame, developing
provision of disgust and fear interventional
nursing care (Rafferty, J., 2015). program for the
especially for those Caring is a central patients with
suffering from concept in nursing Hansen’s Disease.
chronic illness. (Sapountzi-Krepia D., • To BRGHGMC, acting
• Patients with 2013) and attributed as as the center for
Hansen’s Disease a universal phenome- health and core
had been a subject non, as nurses provide provider of care for
of little research in nursing care in order to Hansen’s Disease in
the field of help people promote the region, they can
medicine and and maintain their utilize the findings to
nursing. health as well as to care plan and implement

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

for individuals and programs that are

families during illness, sensitive and
disability, and ordeal. responsive to the
Despite the universality type of care patients
of the phenomenon of need from their
care, a universally caregivers.
accepted definition does • Since nurses are the
not exist. Many people ones who spend the
with Hansen’s Disease greatest number of
have extended years of hours caring for the
existence and improved patients in the
lifestyle. Yet, only hospital, this study
limited studies describ- can benefit them by
ing the distinctive augmenting their
experience of living with understanding of the
this debilitating illness concept of care,
can be found. Today thereby, making
more than ever, the them competent and
inclusion of patients’ capable to foster
experience in defining better health care
care is important for delivery for the
every client has a patients.
unique information to
share.

This output will be presented to your respective research lab facilitator and will be used
as a basis for finalizing your group’s research problem. This will also serve as your individual
output in your Research RLE/Laboratory class.

Rubrics: (15 POINTS)

SECTION POINT/S DESCRIPTION

Topic is related to and within the scope of Nursing or an allied
2 Points
medical concept that can still be attributed to the field of Nursing.
Topic is not related to and within the scope of Nursing or is an
Topic
1 Point allied medical concept that cannot be attributed to the field of
Nursing.
0 No answer or information provided.
Research problem is connected to the topic and presents as a
3 Points
missing gap in the existing knowledge of the particular topic.
Research problem is connected to the topic but a usual or
Research
2 Points commonly used research problem and does not provide any
Problem
additional knowledge to the topic.
1 Point Research problem is not connected to the topic.
0 No answer or information provided.
Background Provides sufficient information about the research problem,
of the Study 5 Points gives status quo that encapsulates the research problem, and
briefly describes how the resolution of the research problem can

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

shed light to the status quo and provide new information to the
existing knowledge on the specific field.
Provides sufficient information about the research problem,
gives status quo that encapsulated the research problem, but
lacks the description on how the resolution of the of the
4 Points
research problem can give answer to the status quo and
provide new information to the existing knowledge on the
specific field.
Provides sufficient information about the research problem but
fails to give the status quo that encapsulates the problem and
3 Points
the benefit that the resolution of the research problem may
bring.
Provides enough information about the research problem and
2 Points fails to substantiate the background on which the research
problem rests.
1 Point Provide little information about the research problem, only.
0 No answer or information provided.
Research Research problem is phrased clearly and specifically, in
Objective 2 Points measurable, operational and observable terms, is realistic and
presented with measurable action verbs.
Research problem lacks at least one of the characteristics of a
1 Point
good research objective.
0 No answer or information provided.
Significance End-users and target beneficiaries are properly identified, and
of the Study significance of the study for each end-user and target
3 Points
beneficiary is appropriately discussed and presented in a
deductive manner.
End-users and target beneficiaries are properly identified, but
2 Points the significance of the study appears to be the same for each
stakeholder.
End-users and target beneficiaries and their perceived benefits
1 Point
from the study are not properly established.
0 No answer or information given.

Lesson 2: Defining the Research Problem

NCM-111 USI Vincentian Learning Module

Key Points

• All research activity starts by properly identifying the research problem. In doing so, the
following should be considered: interest, background, and qualification of the researcher;
relevance; avoidance of duplication; feasibility; applicability of possible results and
recommendations; urgency of data needed; and ethical acceptability.
• The research problem is an area of concern within the selected topic where there is a gap
in knowledge. It provides the motivating factor for the research objectives to be answered
in the research.
• The research objective is the most important part of the research process because it is
the basis of everything that needs to be done. Research objectives summarize what is/are
to be achieved by the study and reflect the questions the study wishes to answer.
• The output of a program/project objective is a set of activities or actions that comprise a
program/project such as a health intervention. In contrast, the output of a research
objective is an answer to a research question.
• Justifying the significance of the research involves convincing others that the research
problem to be investigated is important. It is about explaining what is not known about
the problem hence the need for the proposed research.

References

Mendoza, O.M (2000). Steps in Planning and Conducting Research (Chapter 3 in BIO 201
Fundamentals of Biostatistics). Manila. Distance Education Program, University of the Philippines
Manila-College of Public Health.

Mendoza, O.M., et. Al. (1996). Foundations of Statistical Analysis for the Health Sciences. Manila.
Department of Epidemiology and Biostatistics, University of the Philippines Manila-College of
Public Health.

World Heath Organization (2012). The WHO Strategy on Research for Health. Gevena. World
Health Organization.

Lesson 2: Defining the Research Problem