Dr 

Ajay Chhabria 
 
3. Forumlation of Research Problem

3.1 Concept of a Research Problem [2]

3.2 Elements and Characteristics [4] of a good research problem.

3.3 Steps in Formulation of a Research Problem [3]

3.4 Identification of a Research Problem [5]

3.5 Defining Research Problem, Statement of problem.

3.6 Research Problem and Research Question,

3.7 Kinds of Research Problems/ Question.

3.8 Selection of Problem for academic Research,

3.9 Analysis of Problems:

3.10 Constituents and variables:

3.11 Determination of Independent and dependent variables,

3.12 Relevant variables

3.13 Internal and external variables,

3.14 Major and Minor variables.

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3.1 Concept of a Research Problem Æ

It’s a clear and definite statement or expression about your chosen area of concern, a
difficulty to eliminate, a condition to improve, or a troubling problem that exists in theory,
literature, and practice. A research problem indicates a need for its meaningful investigation.
It doesn’t state how to do something and a researcher shouldn’t present a value question or
offer a broad research proposal.

“A research problem is a statement about an area of concern, a condition to be improved, a

difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory,
or in practice that points to the need for meaningful understanding and deliberate
investigation. In some social science disciplines the research problem is typically posed in the
form of a question. A research problem does not state how to do something, offer a vague or
broad proposition, or present a value question.”

The purpose of a problem statement is to:

i. Introduce the reader to the importance of the topic being studied. The reader is
oriented to the significance of the study and the research questions or hypotheses to
follow.
ii. Places the problem into a particular context that defines the parameters of what is to
be investigated.
iii. Provides the framework for reporting the results and indicates what is probably
necessary to conduct the study and explain how the findings will present this
information.

What Does Mean Research Problem?

Research Problem means questions that researchers want to answer or any assumption or
assertion that we want to challenge or to investigate. These questions can become a research
problem or research topic for your study.

However, most importantly, keep in mind that not all questions can become a research
problem. Someone can find some research questions extremely difficult to study. Significant
research questions might happen frequently to us. But, the process of transforming them into
a research problem or research topic in an effective way is not easy work at all.

If you are a newbie in research it might seem easy to formulate a research problem. But, in
fact, it requires considerable knowledge about the study area and Research Methodology.

If you examine a question closely, you will instantly realize the complexity of formulation an
idea into a problem that is researchable.

For example- if the question is “What impact does social media have on people’s minds?”

How do you transform this question into a research problem or research topic?

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Well. First of all, you should specify this question. What type of social media do you like to
study? Specify people’s age. Then, what kind of effect? Is it social or psychological or
economic?

But, if the question is “What impact does daily use of Facebook have on the study
attention of under-20s?

This question defines its concepts clearly. It is researchable through both qualitative and
quantitative research methods.

Objectives of the Research Problem

Objectives define specific goals we set out to achieve in our research study. The objective
directs us what we want to reach through our study. Therefore, it is inevitable to describe
objectives as clearly and specifically as possible.

Objectives should write down under two headings. (1) main objectives, (2) sub-objectives.

The main objective is the total statement of the main goal of the study. It also provides us
with the main associations and relationships that we intend to explore and establish.

On the other hand, sub-objectives are the specific contexts of the research topic that
researchers desire to investigate within the basic framework of the study.

3.2 Elements and Characteristics of a good research problem Æ

Elements of a good research problem

1. Objective or aim of the problem which is to be investigated. This answers the question
“Why?” Why is there a need for investigation, inquiry or study?

2. The topic or theme which needs to be investigated. This answers the question “What?”
What is to be researched or studied?” For example: What would a rival company do if we
decrease our prices by 25%? What would sales be if prices were Rs. 89 ? Rs. 99 ? How
would a rival firms action influence our sales and profits? The right question needs to be
addressed if research is to help decision makers. The decision maker can’t acquire all the
information, but it is often feasible to identify the factors that are critical to the existing
problem. These factors are then included in the problem definition.

3. The time dimension of a decision problem is always the future. The period or time of the
study when the data are to be gathered. This answers the question “When?” When is the
research to be performed?” Managers frequently run the risk of making the correct decision at
incorrect time. It is essential that the decision maker as well as the researcher determine the
right time reference for-the decision.

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4. The area or location in which the study is to be conducted. This answers the question
“Where?” Where we need to conduct the study? The space coordinates give you the
geographic boundaries within which the action is to be taken. In the problem definition, these
lines are hardly ever neat political divisions or subdivisions. The universe of interest should
be defined either conceptually or by enumeration.

5. Population or universe from whom the data needs to be gathered. This answers the
question “Who?” or “from whom?” Who are the respondents? From who are the data to be
collected?” They may include persons, groups of persons, business establishments.

Characteristics of a good research problem:

i. Reflecting on important issues or needs;

ii. Basing on factual evidence (it’s non-hypothetical);
iii. Being manageable and relevant;
iv. Suggesting a testable and meaningful hypothesis (avoiding useless answers).
v. The variables in the problem must be clear
vi. It should be limited in scope and should be specific,
vii. It must have a goal.
viii. It should be free from ethical constraints
ix. Good research problems must be researchable.

[Elaborate / Explain all the above four points on your own as we discussed in the classroom]

3.3 Steps in Formulation of a Research Problem Æ

What is the most essential part of your research project? It is obviously the formulating of a
research problem or selecting your research topic. This is because of the quality & relevancy
of your research work completely depends on it. The process of formulating a research
problem requires a series of steps.

1. Identify the Broad Study Area -- This is a great idea to thinking about the subject area of
your interest. You should identify the field in which you would like to work a long time after
your academic study or graduation. It will help you tremendously to get an interesting
research topic. For example- if you do graduation in sociology, you must decide your
research study area in sociology. You might choose social problems like unemployment, road
accident, community health, HIV/AIDS, etc.

2. Dissect the Broad Study Area into Subareas -- In this stage, you need to dissect and
specify your research broad study area into some subareas. You would consult with your
supervisor in this regard. Write down subareas. For example- if you select unemployment as
your broad study area, then dissect it into unemployment & social stability, unemployment &
crime, unemployment & individual frustration, etc. In this case, your research title maybe
how unemployment produces criminal activities. Or how it creates frustration in mind among
unemployed people.

3. Mark-up your Interest -- It is almost impossible to study all subareas. That’s why you
must identify your area of interest. You should select issues in which you are passionate

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about. Your interest must be the most important determinant of your research study. Once
you selected your research study of interest, you should delete other subareas in which you do
not feel interested. Keep in mind that if you lose your interest in your research study it won’t
bring any results eventually.

4. Study Research Questions -- In this step in formulating a research problem, you would
point out your research questions under the area of interest as you decided in the previous
stage. If you select unemployment as your study area, your questions might be “how
unemployment impacts on individual social status?” “How it affects social stability?” “How
it creates frustration on individuals?” Define what research problem or question you are
going to study? The more you study the research problem it will be just as relevant and
fruitful to solve the problem indeed.

5. Set Out Objectives / Specific research objectives -- Set out conspicuously your research
root objectives and sub-objectives. Research objectives essentially come from research
questions. If you do study “Impact of unemployment on individual social status” as your
research problem or research question. Then, set out what would you like to explore to
address. For Example- your main objective might be to examine the unemployment status in
a particular society or state. And sub-objectives would be its effects on individuals’ social
life. Setting out specific main and sub-objectives are so crucial. A clear statement that defines
all objectives can help you conduct and develop effective and meaningful research. They
should be manageable to bring you success. A few goals will help you keep your study
relevant. This statement also helps professors evaluation the questions your research project
answers and different methods that you use to address them.

6. Assess your Objectives -- Now, you should evaluate your objectives to make sure the
possibility of attaining them through your research study. Assess your objectives in terms of
time, budget, resources, and technical expertise at your hand. You should also assess your
research questions in light of reality. Determine what outcome will bring your study. If you
can assess accurately the purpose of the research study it will bring significant results in the
long run. In fact, research objectives determine the value of the study you are going to work
out.

7. Review the context of your research problem -- It’s necessary to work hard to define
and test all kinds of environmental variables to make your project successful. Why do you
need to do that? This step can help you define if the important findings of your study will
deliver enough data to be worth considering. Identify specific environmental variables that
may potentially affect your research and start formulating effective methods to control all of
them.

8. Why explore the nature of your research problem? -- Research problems may range
from simple to complex, and everything depends on a range of variables and their
relationships. Some of them can be directly relevant to specific research questions, while
others are completely unimportant for your project.

9. Why should you understand their nature? -- This knowledge enables you to develop
effective solutions. To get a deep understanding of all dimensions, think about focus groups
and other relevant details to provide the necessary insight into a particular question.

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10 Determine variable relationships -- Scientific, social, and other studies often focus on
creating a certain sequence of repeating behaviors over time. What does your project entail?
Completing the entire process involves:

9 Identifying the variables that affect possible solutions to your research problem;
9 Deciding on the degree to which you can use and control all of them for study
purposes;
9 Determining functional relationships between existing variables;
9 Choose the most critical variables for a solution of your research problem.

During the formulation stage, it’s necessary to consider and generate as many potential
approaches and variable relationships as you can.

11 What are the consequences of alternative approaches? -- There are different

consequences that each course of action or approach can bring, and that’s why you need to
anticipate them. Why communicate possible outcomes? It’s a primary goal of any research
process.

12. Check Back -- Before you go on research work you should review all steps in
formulating a research problem and all the things that you have done till now for the purpose
of your research study. Then, ask yourself about your enthusiasm. Do you have enough
resources to step up? If you are quite satisfied, then you forward to undertake your research
work. You can change any of your plans in the light of reality if it requires.

3.4 Identification of a Research Problem Æ

How to Identify an Appropriate Research Problem

The research problem is the heart of a study. It is a clear, definite statement of the area of
concern or investigation and is backed by evidence (Bryman, 2007). It drives the research
questions and processes and provides the framework for understanding the research findings.
To begin, you will need to know where to look for your research problem and how to
evaluate when a research problem for success.

Where to Find a Research Problem

Ideas for a research problems tend to come from two sources: real life and the scholarly
arena. First, identifying a research problem can be as simple as observing the complications
and issues in your local workplace. You may encounter ongoing issues on a daily basis in
your workplace or observe your colleagues struggle with major issues or questions in your
field. These ongoing obstacles and issues in the workplace can be the catalyst for developing
a research problem.

Alternatively, research problems can be identified by reviewing recent literature, reports, or

databases in your field. Often the section of “recommendations for the future studies”
provided at the end of journal articles or doctoral dissertations suggest potential research
problems. In addition, major reports and databases in the field may reveal findings or data-
based facts that call for additional investigation or suggest potential issues to be addressed.

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Looking at what theories need to be tested is another opportunity to develop a research
problem.

How to Evaluate a Research Problem

Once you find your potential research problem, you will need to evaluate the problem and
ensure that it is appropriate for research. A research problem is deemed appropriate when it is
supported by the literature, and considered significant, timely, novel, specific, and
researchable. Stronger research problems are more likely to succeed in publication,
presentation, and application.

Supported by the Literature

Your research problem should be relevant to the field and supported by a number of recent
peer-reviewed studies in the field. Even if you identify the problem based on the
recommendation of one journal article or dissertation, you will still need to conduct a
literature search and ensure that other researchers support the problem and need for
conducting research to further address the problem.

Significant

Your research problem should have a positive impact on the field. The impact can be
practical, in the form of direct application of the results in the field, or conceptual, where the
work advances the field by filling a knowledge gap.

Timely

Your research problem should be related to the current needs in the field and well-suited for
the present status of the issues in your field. Explore what topics are being covered in current
journals in the field. Look at calls from relevant disciplinary organizations. Review your
research center agenda and focused topics. For example, the topics of the Research Labs at
Center for Educational and Instructional Technology Research including critical thinking,
social media and cultural competency, diversity, and Science, Technology, Engineering, and
Mathematics (STEM) in higher education are representative of the current timely topics in
the field of education. Identifying a current question in the field and supporting the problem
with the recent literature can justify the problem timeliness.

Novel

Your research problem should be original and unique. It should seek to address a gap in our
knowledge or application. An exhaustive review of literature can help you identify whether
the problem has already been addressed with your particular sample and/or context. Talking

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to experts in the research area can illuminate a problem. Replication of an existing study
warrants discussion of value elsewhere, but novelty can be found in determining if an
already-resolved problem holds in a new sample and/or context.

Specific and Clear

Your research problem should be specific enough to set the direction of the study, raise
research question(s), and determine an appropriate research method and design. Vague
research problems may not be useful to specify the direction of the study or develop research
questions.

Researchable

Research problems are solved through the scientific method. This means research-ability, or
feasibility of the problem, is more important than all of the above characteristics. You as the
researcher should be able to solve the problem with your abilities and available research
methods, designs, research sites, resources, and timeframe. If a research problem retains all of
aforementioned characteristics but it is not researchable, it may not be an appropriate research
problem.

3.5 Defining Research Problem, Statement of problem Æ

Structuring your research problem

Look at scientific papers to notice their research questions because they are crucial for
determining the quality of answers, methods, and findings. Quantitative designs use
deductive reasoning to state a testable hypothesis. Qualitative methods use inductive
reasoning to make a strong statement of your future thesis.

How to develop a research question

a) Begin by identifying a broader subject of interest that lends itself to investigate, for
example, hormone levels among hypospadias
b) Do preliminary research on the general topic to find out what research has already
been done and what literature already exists. Therefore, one should begin with
“information gaps” (What do you already know about the problem? For example,
studies with results on testosterone levels among hypospadias

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c) What do you still need to know? (e.g., levels of other reproductive hormones among
hypospadias)
d) What are the implied questions: The need to know about a problem will lead to few
implied questions. Each general question should lead to more specific questions (e.g.,
how hormone levels differ among isolated hypospadias with respect to that in normal
population)
e) Narrow the scope and focus of research (e.g., assessment of reproductive hormone
levels among isolated hypospadias and hypospadias those with associated anomalies)
f) Once question has been framed, one should evaluate it. This is to realize if these
would be effective RQs or if they need more revising
¾ Is RQ clear? With so much research available on any given topic, RQs must be as
clear as possible in order to be effective in helping the writer direct his or her
research
¾ Is the RQ focused? RQs must be specific enough to be well covered in the space
available
¾ Is the RQ complex? RQs should not be answerable with a simple “yes” or “no” or
by easily found facts. They should, instead, require both research and analysis on
the part of the writer
¾ Is the RQ one that is of interest to the researcher and potentially useful to others?
Is it a new issue or problem that needs to be solved or is it attempting to shed light
on previously researched topic
¾ Is the RQ researchable? Consider the available time frame and the required
resources. Is the methodology to conduct the research feasible?
¾ Is the RQ measurable and will the process produce data that can be supported or
contradicted?
¾ Is the RQ too broad or too narrow?
g) Create Hs: After formulating RQ, think where research is likely to be progressing?
What kind of argument is likely to be made/supported? What would it mean if the
research disputed the planned argument? At this step, one can well be on the way to
have a focus for the research and construction of a thesis. Hs consists of more specific
predictions about the nature and direction of the relationship between two variables. It
is a predictive statement about the outcome of the research, dictate the method, and
design of the research
h) Understand implications of your research: This is important for application: whether
one achieves to fill gap in knowledge and how the results of the research have
practical implications, for example, to develop health policies or improve educational
policies.

Tips for defining your research problem

You need to formulate it during the initial stage of a scientific process or study. For instance,
literature reviews, research, and studies of previous experiments are likely to provide you
with vague areas of interest. Look at the area that brings interesting results. Make sure that it
has a potential for exploring. Think about reviewing a successful experiment and try to
disagree with its results, methodology, and tests, define the entire process, and retest its
hypothesis.

The importance of revising

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Get useful feedback from teachers, students, and other people to successful revise your
research question. A final decision is always up to you. Feel free to decide which advice is
helpful. Take the following details into account to simplify this process:

a) Agreement among readers that a research problem is very broad;

b) Suggestions that you have a certain misunderstanding of the chosen matter;
c) Advice for narrowing your subject down or thinking of a better way to focus it;
d) Specifics about your misunderstanding;
e) A consensus that your research question is very narrow and interesting ideas to make
it more general;
f) Comments about its clarity and phrasing.

After revising your initial research problem, its possible solutions, and above-mentioned
details, you’re ready to write a formal version.

Do you have a good research problem?

Do a simple self-test to determine whether it’s good enough for your scientific project and
make sure that:

a) Your question allows for a number of potential answers;

b) It’s testable, flexible, and open-ended;
c) You have the evidence necessary to address it;
d) It’s possible to break it into resolvable parts;
e) It’s precise and clear;
f) You don’t use any vague terms that require definitions;
g) It’s suitable for the length of your paper;
h) You can explain why your solutions matter;
i) You made premises explicit.

What should a formal version be like?

Any research starts with a problem that you derive from the topic that attracts your attention
after general reading, classroom discussions, etc. Most instructors prefer to set general topics.
To formulate a powerful research problem and impress them, it should be:

a) Interesting;
b) Relevant;
c) Specific and focused;
d) Researchable.

Your question should have enough bearing on a given topic and stay within the limits set by
your professors in advance. Pick an interesting subject to stimulate your motivation. It
shouldn’t be very vague or broad. If your research question is broad, you can make it more

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specific by specific aspects, time periods, or events. There shouldn’t be more than a few
possible answers.

Get a clear insight into available materials. Visit local and academic libraries to find relevant
and updated databases, books, magazines, journals, and other sources of information. Your
research problem may seem doable at the very beginning. Do your preliminary sources to test
it and find enough data.

Key Factors to Consider

When you formulate a research problem, you should take into account some key factors
which will help you to ensure that your research study would be measurable and that you will
remain motivated. These considerations are (a) Interest, (b) Magnitude, (c) Measurement of
concepts, (d) Depth of expertise, (e) Relevancy of the study, (f) Data source, (g) Ethical
issues.

~~~~~~~~~~~~~

3.6 Research Problem and Research Question Æ

Formulation of research question (RQ) is an essentiality before starting any research. It aims
to explore an existing uncertainty in an area of concern and points to a need for deliberate
investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to
discuss the process of formulation of RQ with stepwise approach. The characteristics of good
RQ are expressed by acronym “FINERMAPS” expanded as feasible, interesting, novel,
ethical, relevant, manageable, appropriate, potential value, publishability, and systematic. A
RQ can address different formats depending on the aspect to be evaluated. Based on this,
there can be different types of RQ such as based on the existence of the phenomenon,
description and classification, composition, relationship, comparative, and causality. To
develop a RQ, one needs to begin by identifying the subject of interest and then do
preliminary research on that subject. The researcher then defines what still needs to be known
in that particular subject and assesses the implied questions. After narrowing the focus and
scope of the research subject, researcher frames a RQ and then evaluates it. Thus, conception
to formulation of RQ is very systematic process and has to be performed meticulously as
research guided by such question can have wider impact in the field of social and health
research by leading to formulation of policies for the benefit of larger population.

A good research question (RQ) forms backbone of a good research, which in turn is vital in
unraveling mysteries of nature and giving insight into a problem. RQ identifies the problem
to be studied and guides to the methodology. It leads to building up of an appropriate
hypothesis (Hs). Hence, RQ aims to explore an existing uncertainty in an area of concern and
points to a need for deliberate investigation. A good RQ helps support a focused arguable
thesis and construction of a logical argument. Hence, formulation of a good RQ is
undoubtedly one of the first critical steps in the research process, especially in the field of
social and health research, where the systematic generation of knowledge that can be used to
promote, restore, maintain, and/or protect health of individuals and populations. Basically,
the research can be classified as action, applied, basic, clinical, empirical, administrative,
theoretical, or qualitative or quantitative research, depending on its purpose.

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Research plays an important role in developing clinical practices and instituting new health
policies. Hence, there is a need for a logical scientific approach as research has an important
goal of generating new claims.

Characteristics of Good Research Question/problem Æ

“The most successful research topics are narrowly focused and carefully defined but are
important parts of a broad-ranging, complex problem.”

A good RQ is an asset as it:

a) Details the problem statement

b) Further describes and refines the issue under study
c) Adds focus to the problem statement
d) Guides data collection and analysis
e) Sets context of research.

Hence, while writing RQ, it is important to see if it is relevant to the existing time frame and
conditions. For example, the impact of “odd-even” vehicle formula in decreasing the level of
air particulate pollution in various districts of Delhi.

A good research is represented by acronym FINERMAPS

a) Feasible
b) Interesting
c) Novel
d) Ethical
e) Relevant
f) Manageable
g) Appropriate
h) Potential value and publishability
i) Systematic.

FINERMAPS

Feasible

Feasibility means that it is within the ability of the investigator to carry out. It should be
backed by an appropriate number of subjects and methodology as well as time and funds to
reach the conclusions. One needs to be realistic about the scope and scale of the project. One
has to have access to the people, gadgets, documents, statistics, etc. One should be able to
relate the concepts of the RQ to the observations, phenomena, indicators, or variables that
one can access. One should be clear that the collection of data and the proceedings of project
can be completed within the limited time and resources available to the investigator.
Sometimes, a RQ appears feasible, but when fieldwork or study gets started, it proves
otherwise. In this situation, it is important to write up the problems honestly and to reflect on
what has been learned. One should try to discuss with more experienced colleagues or the

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supervisor so as to develop a contingency plan to anticipate possible problems while working
on a RQ and find possible solutions in such situations.

Interesting

This is essential that one has a real grounded interest in one's RQ and one can explore this
and back it up with academic and intellectual debate. This interest will motivate one to keep
going with RQ.

Novel

The question should not simply copy questions investigated by other workers but should have
scope to be investigated. It may aim at confirming or refuting the already established
findings, establish new facts, or find new aspects of the established facts. It should show
imagination of the researcher. Above all, the question has to be simple and clear. The
complexity of a question can frequently hide unclear thoughts and lead to a confused research
process. A very elaborate RQ, or a question which is not differentiated into different parts,
may hide concepts that are contradictory or not relevant. This needs to be clear and thought-
through. Having one key question with several subcomponents will guide your research.

Ethical

This is the foremost requirement of any RQ and is mandatory to get clearance from
appropriate authorities before stating research on the question. Further, the RQ should be
such that it minimizes the risk of harm to the participants in the research, protect the privacy
and maintain their confidentiality, and provide the participants right to withdraw from
research. It should also guide in avoiding deceptive practices in research.

Relevant

The question should of academic and intellectual interest to people in the field you have
chosen to study. The question preferably should arise from issues raised in the current
situation, literature, or in practice. It should establish a clear purpose for the research in
relation to the chosen field. For example, filling a gap in knowledge, analyzing academic
assumptions or professional practice, monitoring a development in practice, comparing
different approaches, or testing theories within a specific population are some of the relevant
RQs.

Manageable (M): It has the similar essence as of feasibility but mainly means that the
following research can be managed by the researcher.

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Appropriate (A): RQ should be appropriate logically and scientifically for the community
and institution.

Potential value and publishability (P): The study can make significant health impact in
clinical and community practices. Therefore, research should aim for significant economic
impact to reduce unnecessary or excessive costs. Furthermore, the proposed study should
exist within a clinical, consumer, or policy-making context that is amenable to evidence-
based change. Above all, a good RQ must address a topic that has clear implications for
resolving important dilemmas in health and health-care decisions made by one or more
stakeholder groups.

Systematic (S): Research is structured with specified steps to be taken in a specified

sequence in accordance with the well-defined set of rules though it does not rule out creative
thinking.

Example of RQ: Would the topical skin application of oil as a skin barrier reduces
hypothermia in preterm infants? This question fulfills the criteria of a good RQ, that is,
feasible, interesting, novel, ethical, and relevant.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3.7 Kinds of Research Problems / Question Æ

Types of Research Questions With Examples

Research papers are source-based explanations of a topic, event, or phenomenon. The two
methodologies of research, known as qualitative and quantitative research, explore topics
with different objectives. The methodology you choose will determine which types of
questions you ask before, during, and after the research process.

Qualitative Research vs. Quantitative Research

When coming up with a question for your next research project, consider what you want to
know. If you’re exploring meaning and experience, you’re using qualitative research.

If you want to use empirical evidence to explain an occurrence, quantitative research is your
process. These types of research are useful in scientific, marketing, historical, and
psychological studies.

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Qualitative Research Question Types

Because qualitative research is more concerned with understanding an event or phenomenon,

its open-ended research questions focus more on a group’s experience than on statistics or
numbers.

Qualitative research is primarily used in social sciences and includes surveys, case studies,
focus groups, and ethnography studies. Here are the three types of qualitative questions for
both research topics and survey questions.

Exploratory Questions

Questions that are designed to understand more about a topic are exploratory questions. The
objective of asking an exploratory question is to learn more about a topic without attributing
bias or preconceived notions to it.

Research Topic Example #1: What is the effect of personal technology on today’s youth?

Survey Question: Do you feel that personal technology has positively or negatively affected
you?

Research Topic Example #2: How do students at our school spend their weekends?

Survey Question: What do you do on a typical weekend?

Predictive Questions

If you’re wondering about the future outcome of an action, you’ll use predictive questions.
These types of questions use past information to predict reactions to hypothetical events.

Research Topic Example #1: Are people more likely to buy a product after a celebrity
promotes it?

Survey Question: Would you ever try a new product because a celebrity you respect said that
it worked for them?

Research Topic Example #2: Would people in our town enjoy an ice-skating rink?

Survey Question: How often would you visit a local ice-skating rink?

Interpretive Questions

Interpretive research studies people in their natural settings. They interpret how a group
makes sense of shared experiences and attributes meaning to various phenomena. These
studies gather feedback on a group’s behavior without affecting the outcome.

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Research Topic Example #1: How do preschoolers in a play-based program handle
transitions between activities?

Survey Question: How do you feel when it’s time to put your toys away and start the next
activity?

Research Topic Example #2: What is the historical significance of currency to the Lakota
Nation?

Survey Question: How do you attribute value to a good or service?

Quantitative Research Question Types

Using measurable data answers a new set of research questions. These types of quantitative
research questions prove or disprove a researcher’s hypothesisthrough descriptions,
comparisons, and relationships. Quantitative research questions are beneficial when choosing
a research topic or when posing follow-up questions that gather more information.

Descriptive Questions

As the most basic type of quantitative research question, descriptive questions seek to explain
when, where, why, or how something occurred. They use data and statistics to describe an
event or phenomenon.

Research Topic Example #1: What percentage of college students have felt depressed in the
last year?

Follow-Up Question: How often do students report their feelings of depression?

Research Topic Example #2: How likely is it for mice with dominant traits to have
offspring with recessive traits?

Follow-Up Question: How many generations of genes influence a future generation?

Comparative Questions

Sometimes it’s beneficial to compare one occurrence with another. Comparative questions
are especially helpful when studying groups with dependent variables.

Research Topic Example #1: Why is it easier for men to lose weight than it is for women?

Follow-Up Question: Do men and women have comparable metabolisms?

Research Topic Example #2: Which painkiller is more effective for headaches?
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Follow-Up Question: Do Advil and Tylenol target pain in the same way?

Relationship-Based Questions

If you’d like to know how one variable affects or influences another, use a relationship-based
question. These questions are common in quasi-experimental and experimental studies.

Research Topic Example #1: How does the number of drought days in a year affect a
region’s likelihood for wildfires?

Follow-Up Question: What conditions are needed for a wildfire to become uncontrollable?

Research Topic Example #2: Do high school grades have an impact on future success?

Follow-Up Question: What are the relevant factors that affect one’s grades in high school?

A RQ can address different formats depending on the aspect to be evaluated. For example:

a) Existence: This is designed to uphold the existence of a particular phenomenon or to

rule out rival explanation, for example, can neonates perceive pain?
b) Description and classification: This type of question encompasses statement of
uniqueness, for example, what are characteristics and types of neuropathic bladders?
c) Composition: It calls for breakdown of whole into components, for example, what
are stages of reflux nephropathy?
d) Relationship: Evaluate relation between variables, for example, association between
tumor rupture and recurrence rates in Wilm's tumor
e) Descriptive—comparative: Expected that researcher will ensure that all is same
between groups except issue in question, for example, Are germ cell tumors occurring
in gonads more aggressive than those occurring in extragonadal sites?
f) Causality: Does deletion of p53 leads to worse outcome in patients with
neuroblastoma?
g) Causality—comparative: Such questions frequently aim to see effect of two rival
treatments, for example, does adding surgical resection improves survival rate
outcome in children with neuroblastoma than with chemotherapy alone?
h) Causality–Comparative interactions: Does immunotherapy leads to better survival
outcome in neuroblastoma Stage IV S than with chemotherapy in the setting of
adverse genetic profile than without it? (Does X cause more changes in Y than those
caused by Z under certain condition and not under other conditions).

For example, Evaluation of reproductive hormonal profile in children presenting with isolated
hypospadias)

a) Divide your question into concepts. Narrow to two or three concepts (reproductive
hormonal profile, isolated hypospadias, compare with normal/not isolated
hypospadias–implied)
b) Specify the population to be studied (children with isolated hypospadias)
c) Refer to the exposure or intervention to be investigated, if any
d) Reflect the outcome of interest (hormonal profile).

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Another example of a research question

Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm
infants? Apart from fulfilling the criteria of a good RQ, that is, feasible, interesting, novel,
ethical, and relevant, it also details about the intervention done (topical skin application of
oil), rationale of intervention (as a skin barrier), population to be studied (preterm infants),
and outcome (reduces hypothermia).

important points to be heeded to while framing research question

a) Make reference to a population when a relationship is expected among a certain type

of subjects
b) RQs (Research Question) and Hs (Hypothesis) should be made as specific as possible
c) Avoid words or terms that do not add to the meaning of RQs and Hs
d) Stick to what will be studied, not implications
e) Name the variables in the order in which they occur/will be measured
f) Avoid the words significant/”prove”
g) Avoid using two different terms to refer to the same variable.

Some of the other problems and their possible solutions have been discussed in Table 1.

Table 1

Potential problems and solutions while making research question

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Going Beyond Formulation of Research Question–the Path Ahead

Once RQ is formulated, a Hs can be developed. Hs means transformation of a RQ into an

operational analog. It means a statement as to what prediction one makes about the
phenomenon to be examined. More often, for case–control trial, null Hs is generated which is
later accepted or refuted.

A strong Hs should have following characteristics:

a) Give insight into a RQ

b) Are testable and measurable by the proposed experiments
c) Have logical basis
d) Follows the most likely outcome, not the exceptional outcome.

Examples of Research Question and Hypothesis

Research question-1

¾ Does reduced gap between the two segments of the esophagus in patients of
esophageal atresia reduces the mortality and morbidity of such patients?

Hypothesis-1

¾ Reduced gap between the two segments of the esophagus in patients of esophageal
atresia reduces the mortality and morbidity of such patients
¾ In pediatric patients with esophageal atresia, gap of <2 cm between two segments of
the esophagus and proper mobilization of proximal pouch reduces the morbidity and
mortality among such patients.

Research question-2

Does application of mitomycin C improves the outcome in patient of corrosive esophageal

strictures?

Hypothesis-2

In patients aged 2–9 years with corrosive esophageal strictures, 34 applications of mitomycin
C in dosage of 0.4 mg/ml for 5 min over a period of 6 months improve the outcome in terms
of symptomatic and radiological relief. Some other examples of good and bad RQs have been
shown in Table 2.

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Table 2

Examples of few bad (left-hand side column) and few good (right-hand side) research
questions

Research Question and Study Design

RQ determines study design, for example, the question aimed to find the incidence of a
disease in population will lead to conducting a survey; to find risk factors for a disease will
need case–control study or a cohort study. RQ may also culminate into clinical trial. For
example, effect of administration of folic acid tablet in the perinatal period in decreasing
incidence of neural tube defect. Accordingly, Hs is framed.

Appropriate statistical calculations are instituted to generate sample size. The subject
inclusion, exclusion criteria and time frame of research are carefully defined. The detailed
subject information sheet and pro forma are carefully defined. Moreover, research is set off
few examples of research methodology guided by RQ:

a) Incidence of anorectal malformations among adolescent females (hospital-based

survey)
b) Risk factors for the development of spontaneous pneumoperitoneum in pediatric
patients (case–control design and cohort study)
c) Effect of technique of extramucosal ureteric reimplantation without the creation of
submucosal tunnel for the preservation of upper tract in bladder exstrophy (clinical
trial).

The results of the research are then be available for wider applications for health and social
life

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3.8 Selection of Problem for academic Research Æ

An adequate statement of your research problem plays an important role in the success of
your academic paper and study. It’s possible to generate a number of researchable issues
from the same subject because there are many issues that may arise out of it. Your study
should pursue only one in detail.

There are some suggestion for the graduate students and researchers which are drawn from
the different areas of education, social sciences as well as psychology. There are two factors
in the selection of topic external and personal. External criteria involves how the topic is
important for the field, availability of both data and data collection methods and the
administration is cooperative or not. Personal Criteria means researcher own interest, time
and cost. Criteria for selection of research problem depends on the following characteristics.

Personal Inclination: The chief motivation in the way of selecting research problem is the
personal inclination of the researcher. If a researcher has personal interest in the topic, he
would select that problem for his research work.

Resources Availability: During the selection, a researcher will see to the resources available.
If these resources like money, time, accommodation and transport are available to the
selection place, then the selection of the problem is easy.

Relative Importance: The importance and the problem also play a vital role in the selection
of research problem. If the problem is relatively important, then the researcher tends towards
the selection of the problem.

Researcher Knowledge: The researcher knowledge should play a vital role in the selection
of the research problem. The wisdom and experience of an investigator is required for well
collection of the research data. He can bitterly select a problem.

Practicality: Practicality is also responsible for the selection. The practical usefulness of the
problem is the main motivation for a researcher to attend it.

Time-lines of the Problem: some problems take little time for its solution while others take
more time. So, it depends on the time in which we have to complete his research work.

Data Availability: If the desired data is available to the researcher, then the problem would
be selected.

Urgency: Urgency is a pinpoint in the way of the selection of research problem. Urgent
problem must be given priority because the immediate solution can benefit the people.

Feasibility: Feasibility is also an important factor for the selection of the research problem.
The researcher qualification, training and experience should match the problem.

Area Culture: The culture of the area for which a researcher conducts his research is also
responsible for the selection of research problem.

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3.9 Analysis of Research Problems Æ

Use the FINERMAPS page No [12]

3.10 Constituents and variables Æ

Definition of variable

In order to carry out any sort of measurement, we need to think about variables; that is,
characteristics that vary from one person to person, text to text, or object to object. Simply
put, variables are features or qualities that change (Mack & Gass, 2005)

Types of variables

The independent and the dependent variables are the most important ones.

1. The independent Variable The independent variable is the one we believe may cause the
results. It is manipulated to determine its effects on the dependent variable.
2. The Dependent Variable The dependent variable is the one we measure to see the effect
of the independent variable on it. Can you give examples of both variables?

Identifyning variables

i. Activity: identify the type of variables in each of the following research questions and
hypotheses.
ii. Does feedback type affect subsequent performance?
iii. Is there a relationship between parents education and their children success?
iv. Does the process approach develop learners’ writing strategies?
v. Does the use of authentic activities help learners acquire listening competencies?
vi. We hypothesize that learners’ lexical competence will be developed through mobile
assisted learning.
vii. If learners are trained in the use of signals, their writing productions will improve in
terms of accuracy.

The researcher can also take into consideration other types of variables, some of them are
presented below:

Extraneous variables

i. They are defined as variables other than the independent which may have an effect on
the dependent one.
ii. They are important when designing your experiment because they could potentially alter
your results leading to misinterpretation and flawed conclusions

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Moderator variable

characteristics of individuals or of treatment variables that may result in an interaction

between an independent variable and other variables is a type of an independent variable that
may not be the main focus of the study may modify the relationship between the independent
variable and the dependent variable

For example, when dealing with any research question, gender may affect them

Intervening variables
intervening variables are similar to moderator variables but they are not included in original
study either because the researcher has not considered the possibility of their effort or
because they cannot be identified in a precise way.
Learners’ abilities may be due to test- taking abilities rather than the treatment.

Control variables
9 When conducting research, one ideally wants to study the effects of the independent
variable on a dependent variable.
9 For example, consider the impact of feedback type on a performance measure.
9 The findings may not be caused by the independent variable. □ What do you think
they can be due to?
9 the possibility that learners with different levels of proficiency respond differently to
different types of feedback.
9 Another possibility is the difference of their prior language experiences.

Whenever possible, researchers need to identify these possible factors and control them in
some way, although it should be recognized that identifying them in L2 and foreign language
learning may be difficult.

You also need to be familiar with other types of variables called

1) Categorical versus continuous variables Categorical variables are variables that can take
on specific values within a degree range of values.They can be measured with a greater
degree of precision. For example, gender, can be male or female. In contrast with
categorical variables, continuous variables are variables that can take on values along the
continuum. For example, age, income, weight and height. Therefore, the type of data
produced differs from one category to another.
2) Qualitative versus quantitative variables
9 Qualitative variables are those that vary in kind. Rating something as ‘attractive’
or not, ‘helpful’ or not or ‘consistent’ or not are examples of qualitative variables
that vary in kind.
9 Whereas, reporting the number of times something happened or the number of
times someone engages in a particular behaviour are examples of quantitative

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variables because they provide information regarding the amount of something
(Marczik, DeMatteo, Festinger, 2005)

3.11 Determination of Independent and dependent variables Æ

Dependent Variable Definition -

The dependent variable(DV) is just like the name sounds; it depends upon some factor that
you, the researcher, controls.

For example:

i. How well you perform in a race depends on your training.

ii. How much you weigh depends on your diet.
iii. How much you earn depends upon the number of hours you work.

Whatever event you are expecting to change is always the dependent variable. In the first
example above race performance is the variable you would expect to change if you changed
your training, so that’s the dependent variable. In the second example, the dependent variable
is weight and in the third example the dependent variable is the amount earned.

If you have trouble figuring out which of your variables is the independent one, and which is
the dependent one, try inserting the variables into the following sentence:

“(Independent variable) causes a change in (Dependent Variable) and it isn’t possible that
(Dependent Variable) could cause a change in (Independent Variable).”

When you run an experiment (I’m using the word “experiment” here loosely…it could be as
simple as taking a survey or it could involve a complex scientific experiment), your
independent variable stays fixed. In the next graph, the independent variable(IV) is the grade
level and the dependent variable is the food rating. You can see that the food rating depends
on what grade a student is (it looks like the higher grade levels have pickier eaters or perhaps
students who choose their food more carefully).

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Potential Confusion

You, the researcher, define your variables when you set up your experiment. Your hypothesis
statement is what determines whether a variable is dependent or independent. Any variable
can be and independent variable(IV) or dependent variable(DV). For example, let’s say you
are interested in studying the health benefits of walking. You write the following two
hypothesis statements:

1) A more nutritious diet leads to more daily walking.

2) More daily walking leads to increased happiness.

Both of the statements above are valid (assuming they correctly describe what you are trying
to test with your experiment). However, walking is the DV in statement 1 and the IV in
statement 2.

Example: The Brain as both Dependent and Independent Variables

Much research has been conducted in the past that treats the brain as an IV. For example, the
brain has a direct effect on behavior. However, more recent research has shown that the brain
can also be a DV. for example, biofeedback is a type of learned behavior that helps you to
control stress responses, like heart rate and muscle tension. The behavior makes subtle (and
possibly permanent) changes in the brain. With biofeedback, the brain is the dependent
variable, as it depends upon the behaviors practiced during biofeedback sessions. Although
this is another example of how confusing the definition of an IV or DV can be, it also
highlights how important it is to craft a good hypothesis statement for your experiment.
Remember: the outcome of your experiment (i.e. your dependent variable) depends on how
well you craft your hypothesis statement!

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Dependent Variable Examples.

Example 1: A study finds that reading levels are affected by whether a person is born in the
U.S. or in a foreign country. The IV is where the person was born and the DV is their reading
level. The reading level depends on where the person was born.

Example 2: “In nonexperimental research, where there is no experimental manipulation, the

IV is the variable that ‘logically’ has some effect on a DV. For example, in the research on
cigarette-smoking and lung cancer, cigarette-smoking, which has already been done by many
subjects, is the independent variable.” (Kerlinger, 1986, p.32) Lung cancer “depends” on
smoking.

Tip: If you have trouble figuring out which of your variables is the independent one, and
which is the dependent one, try inserting the variables into the following sentence:

“(Independent variable) causes a change in (Dependent Variable) and it isn’t possible that
(Dependent Variable) could cause a change in (Independent Variable).”

Taking the two examples above, see how illogical it sounds to switch the places of the IV and
DV in the bolded statements:

1) Where a person is born depends on their reading level.

2) Smoking “depends” on lung cancer.

Like most things in life though, if only it was that easy. Sometimes, it doesn’t work just to
switch the phrase around to see if it works or not. Take the following two examples:

Example 3: A researcher studies how different drug doses affect the progression of a disease
and compares the intensity and frequency of symptoms when different doses are given. The
IV is the dose given and the DV is the intensity and frequency of symptoms. The intensity
and frequency of symptoms “depends” on the dose of drug given.

Example 4: You are studying how tutoring affects SAT scores. Your independent
variable(IV) is tutoring and the dependent variable(DV) is test scores. The test scores
“depend” on the tutoring.

Switching them around also (sort of) makes sense:

1) Dose of drug given depends on the intensity and frequency of symptoms.

2) Tutoring depends on test scores.

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That said, if you know what the hypothesis statement is–in other words, you know what is
being tested–then you can decide which of the two versions make sense. This is one reason
why it’s vital to craft a very clear hypothesis statement.

Dependent Variable Definition (Statistical Modeling)

Statistical modeling is where you develop a model that fits a set of observed data. The
definition for the dependent variable(DV) in statistical modeling is essentially the same basic
definition as the one used in general math and science: it’s a variable that “depends” on the
independent variable(IV). However, instead of a hypothesis statement, you have a model that
contains both variables. The DV represents the model’s output or outcome that you are
studying. It is usually given the letter “y” and is traditionally graphed on the y-axis. The IV
represents the potential causes for variation in the model. It is usually given the letter “x” and
is graphed on the x-axis.

Polynomial regression results in a curved line. The dependent variable is graphed on the y-
axis.

The dependent variable is also called a response variable or endogenous variable in statistical
modeling

Other Names for the Dependent Variable.

A dependent variable is also called:

i. An experimental variable.
ii. An explained variable.

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iii. A measured variable.
iv. An outcome variable.
v. An output variable.
vi. A responding variable.
vii. A regressand (in regression analysis.)
viii. A response variable.

Dependent Variables in Psychology.

“In psychology studies, the dependent variable is usually a measurement of some aspect of
the participants’ behavior. The IV is called independent because it is free to be varied by the
experimenter. The DV is called dependent because it is thought to depend (at least in part) on
the manipulations of the IV.” (Weiten, 2013)

Put another way, the dependent variable is the variable that is being measured by you, the
experimenter. In psychology, the DV is often a score of some type. For example, a score on
memorization task, an IQ test, or a depression scale.

Multiple Dependent Variables.

It’s common in psychology to investigate multiple dependent variables at the same time.
Research can be a difficult process to set up–from gathering participants to obtaining funding
and permissions–so making your research as broad as possible has many benefits.
Researchers Simone Schnall and colleagues investigated how feeling disgust affected the
harshness level of people’s moral judgment. The harshness of moral judgment was the DV,
but several other DVs were measured, like how disgust affected people’s willingness to dine
at a restaurant.

Dependent Variables in Contingency Tables.

A contingency table is a way to summarize the relationship between several categorical

variables. The word “contingency” here means the same as “dependent,” so what the table
does is organize your dependent data. With contingency tables, the DV is usually placed in
rows and the IV is usually placed in columns.

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A simple contingency table. Image: Michigan Dept. of Agriculture.

For example, let’s say you were investigating how health is affected by age, socioeconomic
status, or heart disease. The independent variables (i.e. age 0-18, 18-64, 65+) are placed in
the columns. Health (perhaps measured on a scale from 1 to 10 with 10 being the best) is
placed in the rows. Placing your data using this standardized format makes it easier to
interpret results.

What is an Outcome variable?

The outcome variable and dependent variable are used synonymously. However, they are not
exactly the same: the outcome variable is defined as the presumed effect in a non-
experimental study, where the dependent variable is the presumed effect in an experimental
study1.

Experimental vs. Non-experimental Studies.

In an experimental study, the researcher controls the allocation of resources to study

participants. A non-experimental study is more like an observational study; the researcher
takes a look at what the participants are exposed to and then categorizes the individuals based
on those exposures. Data registries and case studies are two examples of non-experimental;
studies.

A simple example: let’s say you were interested on whether snack foods improved test
scores. In an experimental study you could separate students into two groups, feed one group
snacks while taking a test and deny the other group (the control group) access to food. In the
non-experimental case, you would find a group of students (say, in an entire college) and
separate the students into those who eat snacks during a test and those who do not. You could
then observe their performance on a test.

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Measuring the Outcome Variable.

As outcome variables are involved in non-experimental studies, it’s practically impossible to

put a numeric value on an outcome. Instead, non-numeric techniques are used2:

i. Expert opinion
ii. One or more case reports.
iii. Program evaluations. These are studies designed to see whether a program is meeting
its goals.
iv. Quality improvement methods (Plan-Do-Study-Act), used to measure or redefine
standards.
v. Case control studies; performed after an event has happened. Data is gathered and the
researcher attempts to find the cause based on this historical data.
vi. Cohort studies: similar to case control but the participants are gathered before any
event has happened. For example, a group of 1,000 people age 40-50 might be studied for 10
years to see who develops heart disease.

Independent Variable (Treatment Variable) Definition and Uses

1. Independent Variable Definition.

Independent variables are variables that stand on their own and aren’t affected by anything
that you, as a researcher, do. You have complete control over which independent variables
you choose. During an experiment, you usually choose independent variables that you think
will affect dependent variables. Those are variables that can be changed by outside factors. If
a variable is classified as a control variable, it may be thought to alter either the independent
variable or dependent variable but it isn’t the focus of the experiment.

Example: you want to know how calorie intake affects weight. Calorie intake is your
independent variable and weight is your dependent variable. You can choose the calories
given to participants, and you see how that independent variable affects the weights. You
may decide to include a control variable of age in your study to see if it affects the outcome.

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The above graph shows the independent variable of male or female plotted on the x=axis.
“Male” or “Female” is unchangeable by you, the researcher, or anything you can perform in
your experiment. On the other hand, the dependent variable of “mean vocabulary scores” is
potentially changed by which independent variable is assigned. In other words, the mean
vocabulary scores depend on the independent variable: whether the participant is male or
female.

Another way of looking at independent variables is that they cause something (or are thought
to cause something). In the above example, the independent variable is calorie consumption.
That’s thought to cause weight gain (or loss).

Independent Variables: Other Names and Uses.

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Independent variables (inputs) are fed into your machine (i.e. your experiment) to see what
outputs. Source: UNM.EDU

Independent variables are also called the “inputs” for functions. They are traditionally plotted
on the x-axis of a graph. In statistics, an independent variable is also sometimes called:

i. A controlled variable.
ii. An explanatory variable.
iii. An exposure variable (in reliability theory).
iv. A feature (in machine learning and pattern recognition).
v. An input variable.
vi. A manipulated variable.
vii. A predictor variable.
viii. A regressor (in regression analysis).
ix. A risk factor (in medical statistics).

3.12 Relevant variables Æ

3.13 Internal and external variables Æ

3.14 Major and Minor variables Æ

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