Defining Research Problems

Module 2
Dept. of ECE, PDACE, Kalaburagi

Defining the research
problem

In research process, the first and foremost step happens to be that of selecting and
properly defining a research problem. A researcher must find the problem and
formulate it so that it becomes susceptible to research. Like a medical doctor, a
researcher must examine all the symptoms (presented to him or observed by him)
concerning a problem before he can diagnose correctly. To define a problem
correctly, a researcher must know: what a problem is?

What is a research problem?
A research problem, in general, refers to some difficulty which a
researcher experiences in the context of either a theoretical or practical
situation and wants to obtain a solution for the same.

A research problem exists if following
conditions are met:
• There must be an individual (or a group or an organisation), let us call it ‘I,’ to
whom the problem can be attributed. The individual or the organisation, as the
case may be, occupies an environment, say ‘N’, which is defined by values of the
uncontrolled variables, Yj.
• There must be at least two courses of action, say C1 and C2, to be pursued. A
course of action is defined by one or more values of the controlled variables. For
example, the number of items purchased at a specified time is said to be one
course of action.
• There must be at least two possible outcomes, say O1 and O2, of the course of
action, of which one should be preferable to the other. In other words, this
means that there must be at least one outcome that the researcher wants, i.e.,
an objective.
• The courses of action available must provides some chance of obtaining the
objective, but they cannot provide the same chance, otherwise the choice would
not matter. Thus, if P (Oj | I, Cj, N) represents the probability that an outcome Oj
will occur, if I select Cj in N, then P(O1| I , C1, N) ≠ P(O1| I , C2 , N). In simple
words, we can say that the choices must have unequal efficiencies for the desired
outcomes.

The components of a research problem can be
stated as:
• There must be an individual or a group which has some difficulty or the problem.
• There must be some objective(s) to be attained at. If one wants nothing, one
cannot have a problem.
• There must be alternative means (or the courses of action) for obtaining the
objective(s) one wishes to attain. This means that there must be at least two
means available to a researcher for if he has no choice of means, he cannot have
a problem.
• There must remain some doubt in the mind of a researcher with regard to the
selection of alternatives. This means that research must answer the question
concerning the relative efficiency of the possible alternatives.
• There must be some environment(s) to which the difficulty pertains.

• Thus, a research problem is one which requires a researcher to find out the best
solution for the given problem, i.e., to find out by which course of action the
objective can be attained optimally in the context of a given environment. There
are several factors which may result in making the problem complicated.

Selecting the problem
The research problem undertaken for study must be carefully selected.
The task is a difficult one, although it may not appear to be so. Help may
be taken from a research guide in this connection. A research guide can
at the most only help a researcher choose a subject.

The following points may be observed by a researcher in selecting a research
problem or a subject for research:
• Subject which is overdone should not be normally chosen, for it will be a difficult
task to throw any new light in such a case.
• Controversial subject should not become the choice of an average researcher.
• Too narrow or too vague problems should be avoided.

• The subject selected for research should be familiar and feasible so that the
related research material or sources of research are within one’s reach. Even then
it is quite difficult to supply definitive ideas concerning how a researcher should
obtain ideas for his research.

• The importance of the subject, the qualifications and the training of a researcher,
the costs involved, the time factor are few other criteria that must also be
considered in selecting a problem. In other words, before the final selection of a
problem is done, a researcher must ask himself the following questions:
1. Whether he is well equipped in terms of his background to carry out the
research?
2. Whether the study falls within the budget he can afford?
3. Whether the necessary cooperation can be obtained from those who must
participate in research as subjects?
If the answers to all these questions are in the affirmative, one may become sure so
far as the practicability of the study is concerned.

• The selection of a problem must be preceded by a preliminary study. This may
not be necessary when the problem requires the conduct of a research closely
similar to one that has already been done. But when the field of inquiry is
relatively new and does not have available a set of well developed techniques, a
brief feasibility study must always be undertaken.
If the subject for research is selected properly by observing the above mentioned
points, the research will not be a boring drudgery, rather it will be love’s labour. In
fact, zest for work is a must. The subject or the problem selected must involve the
researcher and must have an upper most place in his mind so that he may
undertake all pains needed for the study.

Necessity of defining the
problem

• The problem to be investigated must be defined unambiguously for that will help
to discriminate relevant data from the irrelevant ones.
• A proper definition of research problem will enable the researcher to be on the
track whereas an ill-defined problem may create hurdles. Questions like: What
data are to be collected? What characteristics of data are relevant and need to be
studied? What relations are to be explored. What techniques are to be used for
the purpose? and similar other questions crop up in the mind of the researcher
who can well plan his strategy and find answers to all such questions only when
the research problem has been well defined.
• Thus, defining a research problem properly is a prerequisite for any study and is a
step of the highest importance.

Techniques involved in
defining a problem

• Defining a research problem properly and clearly is a crucial part of a research study
and must in no case be accomplished hurriedly. However, in practice this a frequently
overlooked which causes a lot of problems later on. Hence, the research problem
should be defined in a systematic manner, giving due weightage to all relating points.
• The technique for the purpose involves the undertaking of the following steps
generally one after the other:
i. statement of the problem in a general way;
ii. understanding the nature of the problem;
iii. surveying the available literature
iv. developing the ideas through discussions; and
v. rephrasing the research problem into a working proposition.

i. Statement of the problem in a general way
• First of all the problem should be stated in a broad general way, keeping in view
either some practical concern or some scientific or intellectual interest. For this
purpose, the researcher must immerse himself thoroughly in the subject matter
concerning which he wishes to pose a problem.
• In case of social research, it is considered advisable to do some field observation
and as such the researcher may undertake some sort of preliminary survey or
what is often called pilot survey. Then the researcher can himself state the
problem or he can seek the guidance of the guide or the subject expert in
accomplishing this task.
• Often, the guide puts forth the problem in general terms, and it is then up to the
researcher to narrow it down and phrase the problem in operational terms.

• In case there is some directive from an organisational authority, the problem then
can be stated accordingly. The problem stated in a broad general way may
contain various ambiguities which must be resolved by cool thinking and
rethinking over the problem.
• At the same time the feasibility of a particular solution has to be considered and
the same should be kept in view while stating the problem.

ii. Understanding the nature of the problem
• The next step in defining the problem is to understand its origin and nature
clearly. The best way of understanding the problem is to discuss it with those who
first raised it in order to find out how the problem originally came about and with
what objectives in view.
• If the researcher has stated the problem himself, he should consider once again
all those points that induced him to make a general statement concerning the
problem.
• For a better understanding of the nature of the problem involved, he can enter
into discussion with those who have a good knowledge of the problem concerned
or similar other problems.
• The researcher should also keep in view the environment within which the
problem is to be studied and understood.
iii. Surveying the available literature
• All available literature concerning the problem at hand must necessarily be surveyed
and examined before a definition of the research problem is given. This means that the
researcher must be well-conversant with relevant theories in the field, reports and
records as also all other relevant literature. This is done to find out what data and
other materials, if any, are available for operational purposes.
• This would also help a researcher to know if there are certain gaps in the theories, or
whether the existing theories applicable to the problem under study are inconsistent
with each other, or whether the findings of the different studies do not follow a
pattern consistent with the theoretical expectations and so on.
• Studies on related problems are useful for indicating the type of difficulties that may
be encountered in the present study as also the possible analytical shortcomings. At
times such studies may also suggest useful and even new lines of approach to the
present problem.
iv. Developing the ideas through discussions
• Discussion concerning a problem often produces useful information. Various new
ideas can be developed through such an exercise. Hence, a researcher must discuss
his problem with his colleagues and others who have enough experience in the same
area or in working on similar problems. This is quite often known as an experience
survey.
• People with rich experience are in a position to enlighten the researcher on different
aspects of his proposed study and their advice and comments are usually invaluable
to the researcher. They help him sharpen his focus of attention on specific aspects
within the field.
• Discussions with such persons should not only be confined to the formulation of the
specific problem at hand, but should also be concerned with the general approach to
the given problem, techniques that might be used, possible solutions, etc.

v. Rephrasing the research problem
• Finally, the researcher must sit to rephrase the research problem into a working
proposition. Once the nature of the problem has been clearly understood, the
environment (within which the problem has got to be studied) has been defined,
discussions over the problem have taken place and the available literature has
been surveyed and examined, rephrasing the problem into analytical or
operational terms is not a difficult task.
• Through rephrasing, the researcher puts the research problem in as specific
terms as possible so that it may become operationally viable and may help in the
development of working hypotheses.

• In addition to what has been stated above, the following points must also be observed while defining
a research problem:
(a)Technical terms and words or phrases, with special meanings used in the statement of the
problem, should be clearly defined.
(b) Basic assumptions or postulates (if any) relating to the research problem should be clearly
stated.
(c) A straight forward statement of the value of the investigation (i.e., the criteria for the
selection of the problem) should be provided.
(d) The suitability of the time-period and the sources of data available must also be considered
by the researcher in defining the problem.
(e) The scope of the investigation or the limits within which the problem is to be studied must
be mentioned explicitly in defining a research problem.

Importance of literature
review in defining a problem
The literature review is a critical discussion and summary of statistical
literature that is of ‘general’ and ‘specialized’ relevance to the particular
area and topic of the research problem in statistics.

The literature review is important because:
• It describes how the proposed research is related to prior research in statistics.
• It shows the originality and relevance of your research problem. Specifically,
individual research is different from other statisticians.
• It justifies proposed methodology.
• It demonstrates preparedness to complete the research.

• The purpose of a literature review is to:
1. Provide foundation of knowledge on topic
2. Identify areas of prior scholarship to prevent duplication and give credit to other
researchers
3. Identify inconstancies: gaps in research, conflicts in previous studies, open
questions left from other research
4. Identify need for additional research (justifying your research)
5. Identify the relationship of works in context of its contribution to the topic and to
other works
6. Place your own research within the context of existing literature making a case for
why further study is needed.
Survey of Literature
The literature review is performed in the steps mentioned in the next slides.

• Determine the clear purpose of review.
• Search, access and gather literature.
• Skim through literature followed by a detailed reading of significant ones.
• Notice similarities and differences in terms of methodologies, philosophies,
claims, choice and interpretation of evidence, reliability, etc.
• Observe gaps in research or areas that require further study.
• Note any particular issue or problem that stands out.

• Look for prompt to compare texts in general or hone in on a specific issue or
question.
• Avoid going back and forth and changing direction and focus of review / research
problem.
• Notes taking with categorisation/ classification and creating structure (Keep track
of sources by writing a brief summary for each).
• Note significance of each work to the research problem (The amount of space
dedicated in review should be in proportion to its significance within the body of
literature).

• Build References database:
Working bibliography;
Cyclic method of building references;
Eliminating duplication;
Managing reference with Styles.
• Build a database of notes integrating references, text, quotes and comments
(Make a table or chart to map how different sources relate to/contrast with one
another).

Primary and secondary
sources of data

• Primary sources provide raw information and first-hand evidence. Examples
include interview transcripts, statistical data, and works of art. A primary source
gives you direct access to the subject of your research.
• Secondary sources provide second-hand information and commentary from other
researchers. Examples include journal articles, reviews, and academic books. A
secondary source describes, interprets, or synthesizes primary sources.
• Primary sources are more credible as evidence, but good research uses both
primary and secondary sources.

• A primary source is anything that gives you direct evidence about the people,
events, or phenomena that you are researching. Primary sources will usually be
the main objects of your analysis.
• If you are researching the past, you cannot directly access it yourself, so you need
primary sources that were produced at the time by participants or witnesses (e.g.
letters, photographs, newspapers).
• If you are researching something current, your primary sources can either be
qualitative or quantitative data that you collect yourself (e.g. through interviews,
surveys, experiments) or sources produced by people directly involved in the
topic (e.g. official documents or media texts).

• A secondary source is anything that describes, interprets, evaluates, or analyses
information from primary sources. Common examples include:
Books, articles and documentaries that synthesize information on a topic
Synopses and descriptions of artistic works
Encyclopaedias and textbooks that summarize information and ideas
Reviews and essays that evaluate or interpret something
• When you cite a secondary source, it’s usually not to analyze it directly. Instead,
you’ll probably test its arguments against new evidence or use its ideas to help
formulate your own.

Primary source Secondary source
Novel Article analyzing the novel
Painting Exhibition catalog explaining the painting
Letters and diaries written by a historical figure Biography of the historical figure
Essay by a philosopher Textbook summarizing the philosopher’s ideas
Photographs of a historical event Documentary about the historical event
Government documents about a new policy Newspaper article about the new policy
Music recordings Academic book about the musical style
Results of an opinion poll Blog post interpreting the results of the poll
Empirical study Literature review that cites the study

Reviews, Treatise,
Monographs and Patents

Reviews
• A review is a subject survey of the primary literature usually covering the material
that was published since the most recent review on the same subject.
• A good review accumulates, digests, and correlates the current literature and
indicates the direction future research may take.
• A critical or evaluative review by a competent author is an important aid in
keeping up with the work being done in a particular field and in spotting the
outstanding developments.
• A review may appear as one of a collection of more or less related papers in an
annual, a quarterly, or monthly series, or it may appear as an article in a regularly
issued primary-source subjects journal.

• Review reference lists are often extensive and, in a way, form a definitive
bibliography of the subject for the period covered.
• One shortcoming of a review, though, is the inevitable delay before
comprehensive and critical coverage of the primary literature can be obtained;
one hindrance in getting a good review is the difficulty in finding a qualified
specialist with both the time and literature searching competence to do the job.
• Nevertheless, information experts believe that reviews are and will continue to
be an important part of the literature of science and technology.

Treatise
• A treatise is a comprehensive, authoritative, systematic, well-documented
compilation or summary of known information on a subject, covering it so
completely that the work becomes definitive at the time of writing.
• Thus a treatise is an aid in acquiring a foundation in a subject adequate to enable
a trained individual to carry on advanced research; at the same time, it is a source
of facts, procedures, theories, and other important data, presented in such a way
to show their development, correlation, and probable reliability.

• A treatise combines characteristics of an advanced textbook and handbook; in
fact, certain multi-volume German Handbücher and certain multivolume British
textbooks are good examples of treatises. One drawback to a treatise is that it is
soon out-of-date.
• By the time the last part of a multipart treatise is published, the first parts are
already quite old. Here, too, the time lag is unavoidable because of the scholarly
inventory nature of the work itself.
• Periodic supplements and occasional new editions of the whole or of consecutive
parts help overcome this lack of recency of the basic work, and so long as the
dates of publication and the probable value of the original sources are clearly
brought out, the usefulness of a treatise will not be impaired.

Monographs
• A monograph, in effect, is a short treatise on a particular subject, a single division
or part of a larger branch of knowledge. Hence it can be more up to date when it
is published and can be brought up to date more easily for a revised edition; it
frequently is published as part of a series. Almost any book on a special topic may
be called a monograph unless obviously it is something else.

• Research monographs. These are separately published reports on original
research that are too long, too specialized, or otherwise unsuitable for
publication in one of the standard journals. Each monograph is self-contained,
frequently summarizes existing theory or practice before presenting the author’s
original and previously unpublished work, and is likely to be one of a series in the
same field.

Patents
• Patents are considered part of the primary-source literatures, since an invention
must be new in order to be patented and more often than not there will be no
other published description either of the idea or of its application.
• Patents are sources of information about new products, microorganisms, and
chemical compositions. Announcement publications, abstracts journals, and the
individual patents are available from the various patent offices and in selected
depository libraries, but extensive patent searches require knowledge of both the
subject field and patent law, as well as much time.
• There are more than 130 patenting authorities in the world.

Web as a source

• The web is one of the services running on the internet using the hypertext and
certain other protocols for electronic access and communication. It has been
possible because the web exploits reproductive and regenerative capacities of
computer.
• Now in the second decade of this century we have already seen how ICT is
revolutionizing the field of research and scholarly communication. With the
arrival of web 2.0 or the semantic web and various networked reading devices
like the Kindle, iPad, e-book readers and even mobile phones, we are becoming
more and more dependent on a networked system like the web.
• The online medium is fundamentally different from the print medium and a
researcher faces certain problems in using it because of the virtual and volatile
nature of the contents.
Searching the web
• The web has been conceived of and created as an interconnected network of
resources and that is why we get the protocol ‘URL’ as Uniform Resource Locator.
While explaining URL Tim Berners-Lee and his team defined a web resource as
“…anything that has identity. Familiar examples include an electronic document, an
image, a service (e.g., “today’s weather report for Los Angeles”), and a collection of
other resources. ” (Lee)
• So theoretically we can make use of any resource available on the web for our
research having an ‘identity’. Though web resources are found in unorganized
forms, for our convenience we can divide them into certain types:

• Digital libraries: Digital libraries are being created as a full-fledged alternative to the
traditional physical library system for accessing a variety of materials (original texts, creative
works, movies, paintings, music albums, etc.) in various formats. Notable examples are:
Project Gutenberg, The Perseus Project, ILEJ: Internet Library of Early Journals etc.
• Online Archives: Just like digital libraries, archives are also being created online as an
alternative to traditional archives. However, an online archive may function just like a digital
library and the difference may be just in name. Famous archives on the web are: Internet
Archive, The Oxford Text Archive, Poetry Archives,
• Full text databases: A full-text database is a compilation of documents or other information
in the form of a database in which the complete text of each referenced document is
available for online viewing, printing, or downloading. In addition to text documents, images
are often included, such as graphs, maps, photos, and diagrams JSTOR, ARTstor, Project
muse, EBSCOHost.

• Independent scholarly sites: The publishing technology of the web has facilitated
the rise of many e-zines and e-journals. Many of them has transferred from the
print to the web edition. Even it has become a practice for many established
newspapers, magazines and journals to being out web editions.
• Format specific repositories: Because of the worldwide demand for certain types
of resources, many format specific large sites have come up with special services;
for example, Flickr and Picasa (photo sharing sites), Youtube (video sharing sites).
• Social networking sites: In the early days of social networking certain sites like
Myspace, Orkut, Facebook were avoided by scholars because of unscholarly
nature of the contents generated there. But now some of the materials can be
used for scholarly purposes; for instance, the post of a famous writer or a
communicated message.
• Personal sites: Many authors and critics now maintain personal sites or blogs for
communication with readers or for advertising. A researcher can make use of
those resources.
• General websites: Depending upon the kind of research information available on
general websites can be used for the purpose of research.
• Wiki Sites: There are many sites like Wikipedia which run on the Wiki software
for collaborative publishing. Researchers may consult those sites but should avoid
citing them as source of research because the wikis are frequently updated by
writers of dubious identity and intentions without proper control of an editorial
authority. Of course it records the history of edits, but still they cannot be used
for citations because of the lack authority.

• The resources available on those location can be used both for primary and
secondary sources depending upon the kind of research. But the problem is that
a particular resource may not be scholarly at all or may have dubious existence.
More importantly, the web resources may not have stable existence and may
change or may disappear altogether.

Identifying gap areas from
literature review

What is a ‘gap’ in literature?
• A gap is something that remains to be done or learned in an area of research; it’s
a gap in the knowledge of the scientists in the field of research of your study.
Every research project must, in some way, address a gap–that is, attempt to fill in
some piece of information missing in the scientific literature. Otherwise, it is not
novel research and is therefore not contributing to the overall goals of science.

• A gap statement is found in the Introduction section of a journal article or poster or
in the Goals and Importance section of a research proposal and succinctly identifies
for your audience the gap that you will attempt to address in your project.
• A gap might be a lack of understanding about how well a particular instrument
works in a certain situation. It could be introducing a new method that needs to be
tested. Or it could be that you are studying a whole new organism, system, or part
of a process. Your project may also address multiple gaps, in which case you should
be sure to identify each of them clearly!
• In a class, you might not always be studying something brand “new.” But, in most
cases, you should still try to come up with something unique about your project,
however small. Talk to your professor about what they expect for your gap
statement if nothing seems to work.

• An example gap from Hosaka, Itao, and Kuroda (1995):
“… The relationship between the four damping factors, i.e. internal friction, support loss,
airflow force in free space, and squeeze force, has not yet been clarified, so it is not obvious
which one is dominant in actual microsystems.”
• Here, the authors signal to us that this is a gap because they use the words “has not yet
been clarified.” Other phrases that might help you identify (or form!) a gap statement are:
1. …has/have not been… (studied/reported/elucidated)
2. …is required/needed…
3. …the key question is/remains…
4. …it is important to address…


• Once you identify the gap in the literature, you must tell your audience how you
attempt to at least somewhat address in your project this lack of knowledge or
understanding.
• Some phrases you can use to indicate your gap “fill:”
1. “We therefore analyzed…”
2. “In this study, we investigated…”
3. “Therefore, the goals of this study are…”
4. “In this paper, we report…”
•

Development of working
hypothesis

• Working hypothesis is tentative assumption made in order to draw out and test its
logical or empirical consequences. As such the manner in which research
hypotheses are developed is particularly important because;
1. They provide the focal point for research.
2. They also affect the manner in which tests must be conducted in the analysis of
data and indirectly the quality of data which is required for the analysis.
• Hypothesis should be very specific and limited to the piece of research in hand
because it has to be tested. The role of the hypothesis is to guide the researcher by
delimiting the area of research and to keep him on the right track. It sharpens his
thinking and focuses attention on the more important facets of the problem. It also
indicates the type of data required and the type of methods of data analysis to be
used.
• How does one go about developing working hypotheses? The answer is by using the following
approach:
1. Discussions with colleagues and experts about the problem, its origin and the objectives in
seeking a solution;
2. Examination of data and records, if available, concerning the problem for possible trends,
peculiarities and other clues;
3. Review of similar studies in the area or of the studies on similar problems; and
4. Exploratory personal investigation which involves original field interviews on a limited scale
with interested parties and individuals with a view to secure greater insight into the practical
aspects of the problem.
• Thus, working hypotheses arise as a result of a-priori thinking about the subject, examination
of the available data and material including related studies and the counsel of experts and
interested parties.

Defining Research Problems

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Module 2

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

Dept. of ECE, PDACE, Kalaburagi

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