Chapter 2

Identifying a Research Problem

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Creswell, Educational Research: Planning, Conducting, and © 2012, 2008, 2005, 2002 Pearson Education, Inc.
Evaluating Quantitative and Qualitative Research, 4e All rights reserved.
By the end of this chapter,
you should be able to:

 Define and identify a research problem and explain its

importance in a study
 Distinguish between a research problem and other parts of
the research process
 Identify criteria for deciding whether you can or should
study a research problem
 Describe how quantitative and qualitative research
problems differ
 Learn the five elements that compromise a “statement of
the problem” section
 Identify strategies useful in writing a “statement of the
problem” section
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-2
 What Is a Research Problem?

A research problem is an educational

issue or concern that an investigator
presents and justifies in a research study.

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-3
 Locating the Research
Problem
Look in the opening paragraphs of the study for one
or more of the following:

 What is the issue or problem?

 What controversy leads to the need for a study?
 What concern is being addressed behind the study?
 Is there a sentence such as, “The problem being
addressed in this study is…”?

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-4
 Why the Research Problem Is
Important
 It establishes the importance of the
topic.
 It creates reader interest.
 It focuses the reader’s attention on how
the study will add to the literature.

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-5
 How the Problem Differs From
Other Parts of Research
 A research problem is an educational issue
or problem in the study.
 A research topic is the broad subject matter
being addressed in a study.
 A purpose is the major intent or objective of
the study.
 Research questions are those that the
researcher would like answered or addressed
in the study.
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-6
 Differences among the Topic, Problem,
Purpose, and Questions

General Topic Distance learning

Research Lack of students in

Problem distance classes

Purpose To study why students do not

Statement attend distance education
classes at a community college
Research Does the use of Web site
Question technology in the classroom
Specific deter students from enrolling in
a distance education class?
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-7
 Determining Whether a Problem Should Be
Researched

 Can you study the problem?

 Do you have access to the research site?
 Do you have the time, resources, and skills
to carry out the research?
 Should you study the problem?
 Does it advance knowledge?
 Does it contribute to practice?

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-8
 Determining Whether a Problem
Should Be Researched (cont’d)
 Will your study fill a gap or void in the existing
literature?
 Will your study replicate a past study but
examine different participants and different
research sites?
 Will your study extend past research or
examine the topic more thoroughly?
 Will your study give voice to people not heard,
silenced, or rejected in society?
 Will your study inform practice?
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-9
How Research Problems Differ for
Quantitative and Qualitative Research
Use quantitative research Use qualitative research if
if your research problem your research problem
requires you to: requires you to:
 Measure variables  Learn about the views of the

 Assess the impact of people you plan to study

these variables on an  Assess a process over time
outcome  Generate theories based on
 Test theories or broad
participant perspectives
explanations  Obtain detailed information
 Apply results to a large
about a few people or
number of people research sites

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-10
Five Elements of a “Problem Statement”
FLOW OF IDEAS
What
Remedying
Evidence Deficiencies
Educational the Deficiencies
Topic for the in the
Issue Will Do for
Issue Evidence
Select
Subject •A concern •Evidence from •In this body of Audiences
area •A problem the literature evidence, what How will addressing
•Something •Evidence from is missing? what we need to
that needs practical •What do we know help:
a solution experiences need to know – researchers
more about? – educators
– policy makers
– individuals such as
those in the study
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-11
 Advancing the Topic
 The topic is introduced in the first
paragraphs.
 The topic includes the general subject
matter.
 The topic must be introduced so that the
reader can relate to it.

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-12
 The Narrative Hook
 The narrative hook should be the first sentence of the
study.
 Functions of the narrative hook
 Causes the reader to pay attention

 Elicits an emotional or attitudinal response from the

reader
 Causes the reader to continue reading

 Information that can be included in the narrative hook

 Statistics

 A provocative question

 Need for research

 Intent of the study

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-13
 Stating the Research Problem
 State the problem in the opening
paragraph
 Identify an issue
 Research-based research problems
 Practical problems
 Reference the problem using the
literature
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-14
 Justifying the Importance of
the Research Problem
 Justification based on what other
researchers have found
 Justification based on personal or
workplace experiences
 Justification based on the experiences
others have had in the workplace

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-15
 Identifying Deficiencies in the
Evidence
 What do we still need to know?
 What else do we need to know to
improve practice?

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-16
 Identify the Audience
Ask the following question: “Who will
profit from reading my study?”

 Other researchers
 Practitioners
 Policy makers
 Special populations (e.g., parents)

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-17
 Writing the
Statement of the Problem Section
 Include one paragraph for each of the
five elements
 Heavily reference this section to the
literature
 Provide statistics to support trends
 Use quotes from participants (in
moderation)

Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson

and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-18
 Example of the Flow of Ideas in the
Problem Statement
Flow of Ideas
Justification Deficiencies in Relating the
Topic Research
for Research the Evidence Discussion
Problem
Problem to Audiences
Subject •Concern or issue •Evidence from the •In this body of •How will addressing
area •A problem literature evidence what is what we need to know
•Something that •Evidence from missing or what help researchers,
needs a solution practical experience do we need to educators, policy
know more about? makers, and other
individuals?
An Example
Parents’
role in •Parents can better
Need for • Past literature has Need to assess their role
promoting Better access documented poor evaluate how • Counselors can better
access to for students attendance parents can
college involve parents
of color promote access • Colleges can better work
with parents
Educational Research: Planning, Conducting, © 2012, 2008, 2005, 2002 Pearson
and Evaluating Quantitative and Qualitative Education, Inc.
Research, 4e – Creswell All rights reserved.
ISBN: 0132755912 2-19