RESEARCH

PROBLEM
IDENTIFICATION

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DEFINITION
• According to Kerlinger , ‘A problem is an interrogative sentence or
statement that asks what relation exists between two or more
variable. The answer to question will provide what is having sought in
the research.
• R.S. Woodworth defines problem as ‘a situation for which we have no
ready & successful response by instinct or by previous acquired habit
or existing knowledge. We must find out what to do’, i.e. the solution
can be found out only after an investigation.
• In other words , ‘a research problem is an area of concern where
there is a gap in the knowledge base needed for professional
practices.

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•Process of formulating the research problem in a meaningful way is
not at all an easy task.
•It is often the hardest part of writing a research proposal or thesis.
• Hence, a researcher should spend considerable time in thinking and
formulating a research problem

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Sources of research problem
1. Personal Experiences:
•For example, a researcher observed domestic violence suffered by
wives of alcoholic husbands.
•This experience may provide ideas to identity several research
problems related to domestic violence against women.
•There may be so many such life experiences of a researcher which
could be used to develop a research problem.

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2. Practical Experiences:
•Eg. Nurses gets plenty of ideas to formulate research problems from
their clinical experiences.
•Every curious nurse has several questions to be answered which are
encountered during clinical experience.
•For example, a nurse finds that unrestricted visiting hours in surgical
wards reduced the analgesic demand among postoperative patients.
•Such clinical experiences could be rich sources of ideas to identify a
significant research problem.

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3. Critical Appraisal of literature:
•When we critically study books & articles relating to the subject of our
interest, including research report, opinion articles, & summaries of
issues, pertinent questions may arise in our mind.

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 …
Three conditions must exist for a situation or problem
to warrant a research:
• There should be a perceived difference or discrepancy
between what exists and what is ideal or the planned
situation.
• The reasons for this difference should be unclear, so
that it makes sense to develop a research question.
• There should be more than one possible answer to
the question or solution to the problem.

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The Criteria for Prioritizing Research
Problems
Each problem that is proposed for research has to be judged according to
certain guidelines or criteria. The criteria for selecting research topic
includes:
• Relevance
• Avoidance of duplication.
• Feasibility.
• Political acceptability.
• Applicability.
• Urgency on data needed
• Ethical acceptability.

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 Phases of the research process
Thinking
-identifying
problem & purpose Planning
Informing -reviewing literature -Choosing study
-disseminating results design & planning
(journal articles, approach to sample,
presentations etc.) data collection etc.

Analyzing
Implementing
- analyze data and
- Recruiting participants &
interpret findings
collecting data

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 Research process…
• The research process, like the scientific process and
the nursing process involves a series of distinct steps
or phases. that
• identifying the problem of interest,
• moves through stages of planning and
• implementing the study,
• to analyzing and reporting the results.

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 Research process…
• Although the research process is often described in a
linear, sequential fashion the steps may overlap.
• For example, the research problem and purpose
identified in the “thinking” phase serve to direct the
planning phase.
• However, as planning unfolds it may become
apparent that the problem/purpose may need to be
refined because of issues of feasibility.

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 Research process…
• For example, your purpose may be to test the effect
of a foot care education program for people newly
diagnosed with diabetes who are on hemodialysis.
• However, as you begin to plan your study you
determine that the number of people on
hemodialysis who have been newly diagnosed with
diabetes is very small, and therefore, you may need
to extend your study to examine the effect of the
program for all people with diabetes.

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1. Identifying the research problem
 Critical first step in research process
 Directs the entire research process and decisions you will make
 Being clear about the problem you wish to address will assist in
focusing your study
 Start with a broad area of interest/concern which is gradually refined
until you have a research problem

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 1. Identifying …
• A research problem is a gap in our knowledge that we need more
information about and that information is gained through the
research process.
• It can be a situation or issue we would like to know more about,
an area of concern or frustration.
• Research problems come from a variety of sources including
observations you make in clinical practice, concerns raised by
colleagues, discrepancies or gaps in the literature and/or theory.
• When first starting to identify research problems, begin with a
broad topic that is of interest to you and relevant to your practice.
• You will gradually refine this as you work through the “thinking
phase” of the research process.
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 Steps in identifying a research problem
A. Outline areas of interest
Read about your Observe your
interests environment

B. Choose a topic Be curious

Talk to your
Colleagues

Find out what Ask questions

others are C. Narrow your topic
doing

D. Identify a research problem

E. Identify the purpose for your study

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 1. Identifying …
• The process of identifying a research problem is a creative and
interactive one.
• It should start by identifying a broad area of interest based on
your practice experiences, what you have read, observed or
wondered about.
• Choosing something that is of interest and relevant to you is
critical.
• Since it takes time to work through the research process,
choosing a topic of interest will help you maintain your energy
and interest for your project.
• Moving from a broad area of interest to a specific research
problem requires some reflection, information gathering, and
dialogue.
• Allow yourself plenty of time for this process.
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 A. Areas of Interest
 Start with an area you are familiar with
 Begin broadly and think of things that interest you in your practice
• What do you find frustrating?
Perplexing?
• What do you think works well?
What could be improved?
 Be creative and try to “think outside the box”
 Brainstorm about general areas of interest
 Write down all your thoughts and ideas

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 …
• Choosing a research topic and narrowing it down to a research
problem and question is a creative process.
• Try to start out with some broad general ideas about things that
you wonder about in your practice.
• Choosing a topic in an area you are familiar with will help you
make decisions about the need for further research in the area,
as well as the feasibility of particular research approaches.

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 …
• This is a creative, brainstorming stage.
• Consider all your ideas and try not to rule any thing out (you will do
this later as you narrow your topic).

• Having an inquiring mind is a good place to start in choosing a

research topic.

• Try to approach your practice as if you are seeing things for the first
time.

• Think about some of the routines you have in your work place and ask
yourself why you do things a particular way or if there is way things
could be improved. Topic ideas could include things you have seen or
heard, for example you have overheard patients on the transplant
waiting list say that having a transplant will change their lives and you
wonder about how transplant affects quality of life.
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 …
• Topics of interest might also come to you from what
others have observed, described or questioned.
• For example, you read an article about the role of the
multidisciplinary team in a dialysis facility and you
wonder about how it would work in your place clinic.
• As you work through this module try to think about
your own areas of interest. You might want to take a
moment now to brainstorm about topics, issues or
concerns of interest to you. Write down all of your
ideas.

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 Potential topics: Some examples
1. Quality of life after HIV diagnosis
2. Role of the multidisciplinary team in managing HIV
3.Experiences of people living with HIV
4. Adherence to ARV drugs
5. HIV in children
 This are broad list of topics that might end
themselves to research of interest to medical nursing.

 Currently these topics are written in very broad terms

and need to be refined in order to be researchable.
The next step in the process is to choose one area of
interest and begin to refine your topic.
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B. Choosing your topic
 Choose one area of interest
as a topic you will focus on
 To help you select a topic consider:
1.Significance/relevance: Is this an important problem for
nurses/nursing practice? Is it timely?
2.Gaps: What is already known about the topic? Have others already
examined this issue? Is more research needed?
3.Interest: Is this something you would like to explore further?

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 C. Narrowing your topic
• Once you have chosen the area of interest, you need to
begin to narrow this down into something that is
researchable.
• The best way to do this is to begin to ask yourself some
questions about the topic that can help you narrow down
what it is you are interested in.
• A research topic can be approached from a number of
different perspectives, and it is helpful at this point to
begin to identify what specific aspects of your topic you
are interested in and what is not of interest.
• At this point you might also begin to define what you
mean by the terms you are using to help you narrow your
focus.
• It is not necessary to find a dictionary definition, but
rather be clear to develop a working definition of what
you mean by the terms you are using.

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 • For example, if you identified quality of life post HIV
diagnosis you may want to ask yourself what you mean
by quality of life? Are you interested in adults or
children?
• Then begin to ask yourself some questions to help you
refine your topic such as
• What influences quality of life post HIV diagnosis?
• What is the meaning of quality of life for adults post HIV
diagnosis?
• What factors contribute to poor quality of life outcomes post
HIV diagnosis?
• How effective are nursing interventions at improving quality of
life post HIV diagnosis?

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 …
• Now, consider the topic you have selected and begin
to narrow it down by brainstorming possible
questions.
• Polit & Beck (2008) suggest some question stems to
use to assist in refining your topic
• What is going on with….
• What is the meaning of…
• What influences or causes…
• What is the process by which….
• What factors contribute to….
• How effective is…..

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Narrowing your topic:
Choosing a researchable question
• Narrow down the questions you have posed by eliminating those that
are not researchable
• Many of the questions you have posed about your topic will lend
themselves to research while others may not. In continuing to refine
your topic, it is necessary to rule out those questions that are not
open to research.

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 …
• The goal of research is to provide information to help
us understand, describe or explain a topic of interest.
• Researchable questions provide answers that do this
by requiring us to gather information about
observable phenomena resulting in “facts” rather
than opinions.
• Try to avoid asking questions that start with “should,”
as this will likely elicit opinions rather than facts. For
example, the question “Should all nephrology nurses
obtain certification?” will elicit opinion, but will not
provide us with answers that help us to understand
the relevance of certification.
• This question could be reworded to say “What are the
supports and barriers to certification for nephrology
nurses?”
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 …
• In general, questions that elicit a “yes” or “no”
answer are not researchable because they don’t
provide direction for the research process.
• For example, the question, “Is living with kidney
disease stressful?” is likely to result in a “yes” or “no”
answer (or possibly maybe) however, as a researcher
this does not provide you with direction for your next
step.
• Another way to phrase this question is “What aspects
of kidney disease are stressful for patients and their
families?”
• Consider the questions you posed about your topic
area. Can you eliminate some that are not
researchable?
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D. Identifying the research problem
• To decide on your research problem consider the potentially
researchable questions about your topic you identified earlier
• Select one that you would like to explore in more depth
• In choosing your focus consider
• Your interests
• The literature
• Feasibility of studying the problem

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 …
• In addition to your interest, the decision to select a
problem for further study is based on a determination
of significance, “researchability” and feasibility of
the problem.
• As we have discussed the significance of the problem
reflects its relevance to practice.
• Researchability will depend to some extent on the
nature of the problem. Some problems are not
agreeable to research such as those dealing with
moral or ethical issues.

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 …
• Feasibility is an important consideration. Although
you may have identified a problem that is potentially
researchable you may not be able to complete the
research due to limitations in resources including
time, funding, equipment, and potential participants.
• An important consideration in determining the
feasibility of conducting a study is your own expertise
as a researcher.
• Having knowledge of the topic area and study
population is invaluable in helping you make decisions
about how to approach the research problem.

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…
• It is equally important to consider what experience you have with
research and different research methods. New researchers are
encouraged to seek mentorship of more senior researchers with
expertise in the methods they are interested in, and to choose
research problems which are clear and focused on one or two key
issues.

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 …

• Think about the question you have chosen to focus on and consider if
it is researchable and feasible.
• If not, refine your question or return to your list of researchable
questions to identify another topic.

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E. Identifying the study purpose
• The final step in the problem identification stage is to articulate the
study purpose. Writing a purpose statement helps you be clear about
what you want your study to accomplish.
• Think about why you want to do this study. Are you interested in
getting more information about a phenomenon that has not been
well explored? Determining relationships among variables? Testing
the effectiveness of a new intervention?

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 …
• In your purpose statement be as clear as possible
about what it is you will be studying among what
group of people and in what setting.
• For example, “The purpose of this study is to examine
supports and barriers to certification among nurses
working in hospital-based dialysis units in the United
States.”
• This initial purpose statement may evolve as you
investigate further into the literature or begin to work
through the planning phase of the research process.
• Write a preliminary purpose statement for the
research problem you have been working on.

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Summary
• Identifying a researchable problem is the first step in the research
process and ultimately guides the remaining steps.
• Research problems describe knowledge gaps that need to be
addressed in order to understand or improve practice.
• Research problems can be derived from observations, dialogue with
others, and/or the literature.

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Summary …
• A good research problem is relevant, current and “researchable.”
• Choose a problem that is of interest to you.
• Identifying a “researchable” problem is a creative process that
requires time for reflection.
• Seeking input from others and referring to the literature will help to
narrow your problem down.
• A clear and focused problem statement provides direction for the
next steps of the research process - the planning phase

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 Area of interest
1. The number of adults over 65 on dialysis is
growing
2. Aging is often associated with physical and
mental changes that may put older persons’
safety at risk
3. Physiological and psychosocial stressors
associated with dialysis may also place
people at risk for safety concerns
4. Elderly people on dialysis may therefore be
particularly vulnerable to safety issues.

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 Narrowing the topic
Consider the potential topic “Safety issues among
elderly on dialysis”
Take a minute and brainstorm questions about this
topic
• What do you think needs to be known about this
topic?
• Write down everything that comes to mind - don’t
rule anything out at this point

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 Safety issues for elderly on
dialysis:
Example Questions
1. Is safety an important concern for elderly on
dialysis?
2. What are the common safety issues for elderly on
dialysis?
3. Are there different safety issues for elderly on
peritoneal versus hemodialysis?
4. How common are falls in elderly dialysis patients?
What factors contribute to falls?
5. Should nurses assess safety issues among elderly
dialysis patients?
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 Identifying
researchable problems
In reviewing the questions from the previous slide
• Question # 2 “ What are the common safety issues
for elderly on dialysis?” was selected as the focus.
• Questions # 3 & 4 have potential but may require us
to answer question 2 first.
• Questions # 1 and 5 were excluded because they
elicit “yes/no” answers or opinion and therefore are
not researchable.

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 What are the safety concerns among elderly on
dialysis?
A brief review of the literature focusing
on “safety” “dialysis” and “elderly” uncovered

 Research focusing on safety of various medications and

dialysis delivery methods among all age groups
 No literature was found that examined safety concerns
unique to older people on dialysis
 Therefore, this was identified as a potential gap in the
literature and a decision was made to continue to focus on
this problem

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 What are the safety concerns among elderly on
dialysis?
To focus your topic further pose additional questions to
help you be clear on what you are interested in. For
example:
• What is meant by safety concerns?
• How do you define “elderly”?
• Whose perspective are you interested in the patient? Family?
Nurses? Other health care professionals?
• Are you interested in safety issues in the dialysis unit? At
home?
• Are you interested in safety concerns for elderly on all forms
of dialysis?

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 Problem statement & purpose
• Elderly patients on dialysis may be at increased risk for
physical injury while at home as result of the aging
process and the consequences of CKD and dialysis.
• However, little is known about safety concerns for
elderly individuals on dialysis who live at home
• Therefore, the purpose of this study is to explore
concerns that individuals over 65 on all forms of
dialysis have about their safety while at home.

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 References
Burns, N., & Grove, S. (2005). The practice of nursing
research: Conduct, critique and utilization (5th ed.).
St. Louis: Elsevier Saunders.

Leedy, P., & Ormrod, J.E. (2005). Practical research:

Planning and design (8th ed.). New Jersey: Pearson
Prentice Hall.

Norwood, S. (2000). Research strategies for advanced

practice nurses. New Jersey: Prentice Hall

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 References
Polit, D., & Beck, C.T. (2008). Nursing Research: Generating
and asssessing evidence for practice (8th ed.). Philadelphia:
Lippincott Williams and Wilkins.

Wood, M., & Ross-Kerr, J. (2006). Basic steps in planning

nursing research: From question to proposal (6th ed.).
Boston: Jones and Bartlett.

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 Reading questions
• What is nursing research?
• What are the main sources of research problems?
• What are the differences between qualitative
research and quantitative research?

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Individual Assignment

Identify a research a problem and defend it in the seminar session

01/07/2020

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Problem Statement
What is a problem statement?
•It is a description of a difficulty or lack that needs to be solved or at
least researched to see whether a solution can be found.
•It can also be described as either a gap between the real and the
desired or a contradiction between principle and practice.

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 What is the goal of a statement of
problem?
• To transform a generalized problem (something that
bothers you; a perceived lack) into a targeted, well-
defined problem” one that can be resolved through
focused research and careful decision-making.
• Writing a Problem Statement should help you clearly
identify the purpose of the project you will propose.

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THE GOAL…
• Often, the Problem Statement will also serve as the basis for the
introductory section of your final proposal, directing your readers
attention quickly to the issues that your proposed project will address
and providing the reader with a concise statement of the proposed
project itself.
• A statement problem need not be long and windy. One page is more
than enough for a good statement of problem.

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 What are the key characteristics of a
statement of problem?

A good research problem should at minimum:

1.Address a gap
2.Be significant enough to contribute to the existing body of research
3.Be one that will lead to more research
4.Renter itself to be investigated via collection of data
5.Be interesting to the researcher and suit his/her skills, time and
resources
6.Be ethical

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 What is the format (parts of a
problem statement)?
A persuasive problem statement consists of three parts:
1.Part A. The ideal, Describes a desired goal or ideal
situation; explains how things should be.
2.Part B. The reality, Describes a condition that prevents
the goal, state, or value in number 1 above from being
achieved or realized at this time; explains how the current
situation falls short of the goal or ideal.
3.Part C. The consequences, Identifies the way you
propose to improve the current situation and move it
closer to the goal or ideal.

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Here are your simple four steps to write a
statement problem
Step 1 (statement 1)
•Construct statement 1 by describing a goal or desired
state of a given situation, phenomenon etc.
•This will build the ideal situation (what should be, what is
expected, desired)

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 Step 2 (statement 2)
•Describe a condition that prevents the goal, state, or
value discussed in step 1 from being achieved or
realized at the present time.
•This will build the reality, the situation as it is and
establish a gap between what ought to be and what is

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 Step 3
•Connect steps 1 and 2 using a term such as "but,"
"however,“ "Unfortunately," or "in spite of";
Step 4 (statement 3)
•Using specific details show how the situation in step 2
contains little promise of improvement unless
something is done.
•Then emphasize the benefits of research by projecting
the consequences of possible solutions as well.

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Example
Part A.
•According to the XY university mission statement, the university seeks
to provide students with a safe, healthy learning environment.
•Dormitories are one important aspect of that learning environment,
since 55% of XY students live in campus dorms and most of these
students spend a significant amount of time working in their dorm
rooms.

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 However,
Part B.
•Students living in dorms A B C, and D currently do not
have air conditioning units, and during the hot seasons, it
is common for room temperatures to exceed 80 degrees
F.
•Many students report that they are unable to do
homework in their dorm rooms.
•Others report problems sleeping because of the humidity
and temperature.
•The rooms are not only unhealthy, but they inhibit
student productivity and academic achievement.

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 Part C
•In response to this problem, our study proposes to
investigate several options for making the dorms more
hospitable.
•We plan to carry out an all inclusive participatory
investigation into options for purchasing air conditioners
(university-funded; student-subsidized) and different types
of air conditioning systems.
•We will also consider less expensive ways to mitigate
some or all of the problems noted above (such as creating
climate-controlled dorm lounges and equipping them with
better study areas and computing space).

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 Example 2
STEP 1 (statement 1)
•The government of Kenya has a goal to industrialize by
the year 2030 (quote).
•In this regard it has encouraged growth oriented micro
and small enterprises (MSEs) that should graduate into
medium and large enterprises capable of contributing
to the industrialization goal.
•There are several sessional papers (quote/cite) that
contain specific measures to encourage and support
MSEs.

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 Step 2 and 3 (STATEMENT 2)
•Despite the said government efforts there is slow
growth of micro into small enterprises and even slower
growth of small into medium scale enterprises(quote,
show statistics).
•The government has officially acknowledged that
there exists a missing middle in Kenya meaning that
there is a gap between small and large enterprises in
the country (cite, quote).

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 STATEMENT 3
•Should the missing middle gap persist then the
industrialization goal may be difficult to achieve.
•Need therefore arises to investigate why despite
government efforts there is a persistent missing middle
enterprise.

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 Example 3
STATEMENT 1
• In order to accomplish their missions public universities
need motivated workforces.
STATEMENT 2
•There are however frequent and severe disciplinary
actions, absenteeism as well as various forms of unrests in
public universities which affect the accomplishment of the
set missions.
•Our preliminary investigation reveals that both non-
management and management staff are not adequately
motivated.

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 STATEMENT 3
•Without effective motivational packages and
procedures the said vices are likely to continue and
retard the achievement of the universities missions
•Need arises to examine the public universities
motivation systems and procedures hence this
proposed research

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 Example 4
STATEMENT 1
•The Ministry of Youth is dedicated to allocating
enterprise development funds to both the youth and
women.
•These funds are made available in order to start
entrepreneurial ventures that create and expand
employment. (provide relevant statistics and quote)

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 STATEMENT 2
•One of the main focuses of the ministry is consistency.
•Unfortunately, consistency in allocating funds to the next
generation of recipients requires prior knowledge of
previous allocations and established practices.
•The current continuous disbursement method does not
allow for adequate analysis of previous disbursements
before a current disbursement is done.

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 STATEMENT 3
•Continuing with this current disbursement method
prevents consistency and causes decisions to become
grossly political, which in turn inhibits the achievement
of the goals of the funds.
•Developing a more informed disbursement system
could help better implement the consistency focus of
the ministry and at the same time help the ministry
better monitor and evaluate its funds.

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 STATEMENT 4
•This proposed research aspires to explore options for
a new funds disbursement system that would focus on
consistency.
•To do this, the researcher will carry out a full
stakeholder analysis and use it to propose appropriate
policy interventions.

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Functions of a Problem Statement
1. Establishing - to establish the existence of two or
more juxtaposed factors which, by their interaction
produce an enigmatic or perplexing state, yield an
undesirable consequence, or result in a conflict which
renders the choice from among alternatives moot
(debetable).
2. Relating - to relate the problem to its antecedents—
factors happening prior the problem (i.e.,
educational, scientific, social).
3. Justifying - to justify the utility, significance, or
interest inherent in the pursuit of the problem.

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 Research Objectives
1. Research Objective
• An objective is a summary of what is intended to be achieved by
the study.
• Research objective is the general statement of a study that
states what is expected to be achieved by the end of the
research study.
• The research objective can be (and advisable) broken down into
a general objective and specific objectives

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1. Research Objective…
• Research objective are the results sought by the researcher at the
end of the research process, i.e. what the researcher will be able to
achieve at the end of the research study.
• The objectives of a research project summarize what is to be
achieved by the study.
• Objective should be closely related to the statement of the problem.

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Purposes and Characteristics of Objectives
• The formulation of objectives will help to:
• clarify and focus your intentions /Focus the study
(narrowing it down to essentials);
• To have a basis for measuring your achievements at the
end of the study
• Avoid the collection of data which are not strictly
necessary for understanding and solving the problem you
have identified; and
• Organize the study in clearly defined parts or phases.
• To facilitate the development of your research
methodology and orient the collection, analysis,
interpretation and utilization of data.

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Characteristics of Objectives
• Research objectives is a concrete statement describing
what the research is trying to achieve.
• A well-worded objective will be SMART, i.e Specific,
Measurable, Attainable, Realistic, & Time-bound.
• Research objective should be Relevant, Feasible, Logical,
Observable, Clear &Measurable.
• Objective is a purpose that can be reasonably achieved
within the expected timeframe &with the available
resources.
• The objective or research project summarizes what is to
be achieved by the study.
• The research objectives are the specific accomplishment
the researchers hopes to achieve by the study.
• The objective include obtaining answers to research
questions or testing the research hypothesis.
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Categories of Objectives
There are basically two main categories of objectives.
1. General objective explains the aim or ultimate goal of the study. Also
called, major/main/broad/ultimate objective.
• It is possible (and advisable) to break down a general objective into smaller,
logically connected parts.
• These are normally referred to as specific objectives sometimes called
immediate objectives.
• The general objectives of the study state what the researcher expects
to achieve by the study in general terms.

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Categories of Objectives…
2. Specific objectives are parts that download the major
objective into smaller, interconnected parts of the major
objectives and they must be SMART.
• Objectives should be closely related to the statement of
the problem.
• For example, if the problem identified is low utilization
of child welfare clinics, the general objective of the study
could be to identify the reasons for this low utilization, in
order to find solutions.

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 Remember! The objectives of a proposal should be
"SMART." They should be:

• Specific: clear about what, where, when, and how the situation will
be changed;
• Measurable: able to quantify the findings;
• Achievable: able to attain the objectives
• Realistic: able to obtain the level of change reflected in the objective;
and
• Time bound: stating the time period in which they will each be
accomplished.

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 Formulating Objectives
• Take care that the objectives of your study, cover the
different aspects of the problem and its contributing
factors in a coherent way and in a logical sequence
• Are clearly phrased in operational terms, specifying
exactly what you are going to do, where, and for what
purpose;
• Are realistic considering local conditions; and
• Use action verbs that are specific enough to be
evaluated.
• Examples of action verbs are: to determine, to
reduce, to compare, to verify, to calculate, to
describe, and to establish.
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 …
• The first specific objective usually focuses on
quantifying or specifying the problem.
• It may be helpful to use the diagram as a point of
departure and check whether the problem and all
major, directly contributing factors (analytic study) or
major components (descriptive or evaluation study)
have been covered by the objectives.
• An objective indicating how the results will be used
should be included in every operational study, either
as part of the general objective or as a specific
objective.

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 …
• Avoid the use of vague non-action verbs such as: to
appreciate, to understand, or to study.
• Note: Keep in mind that when the project is
evaluated, the results will be compared to the
objectives. If the objectives have not been spelled out
clearly, the project cannot be evaluated.
• Specific objectives should systematically address the
various aspects of the problem as defined under
'Statement of the Problem’ and the key factors that
are assumed to influence or cause the problem.
• They should specify what you will do in your study,
where and for what purpose.
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 ….
We have to make sure that our objectives:
• Cover the different aspects of the problem and its
contributing factors in a coherent way and in a logical
sequence.
• Are clearly expressed in measurable terms
• Are realistic considering local conditions
• Meet the purpose of the study
• Use action verbs that are specific enough to be measured
like:
• to determine
• to compare
• to verify
• to calculate
• to describe
• to find out
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• to establish 80
 EXAMPLES OF GENERAL & SPECIFIC 1.
OBJECTIVES
• Research statement: “Effectiveness of planned teaching on the
knowledge of staff nurses working in psychiatric unit regarding
Physical Restraints for psychiatric patient in selected hospital of
Mara Region”.
General objective: To asses the knowledge of staff nurses working in
psychiatric unit regarding physical restraint.
Specific objective:
• To assess the knowledge regarding Physical Restraints among nurses
working in psychiatric unit.
• To evaluate the effect of planned teaching on Physical Restraints
among nurses.
• To associate the knowledge with selected

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 Note:
• Keep in mind that when the project is evaluated, the
results will be compared to the objectives. If the
objectives have not been spelled out clearly, the project
cannot be evaluated.
• One of the most important problems usually observed
among students is the tendency of stating too many study
objectives which are not appropriately addressed (or
sometimes will be forgotten) in the sections that follow.
• It should be noted that it is on the bases of these specific
objectives that the methods, results and discussion
sections will be presented.
• It is not uncommon to come across a situation in which
some of the specific objectives are not addressed in the
results section at all.
• It is therefore advisable to limit the number of specific
objectives. In most practical situations, the number of
specific objectives should not exceed three.
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 Research Title
• Title of the study
• Now you can finalize the title of your study. Make sure
that it is specific enough to tell the reader what your
study is about and where it will be conducted. The title
should be in line with your general objective.

Characteristics of research title

• Have action verb
• Have dependent and independent variable
• Have population under study
• Specify the place of study
• Good title should have not more than 14 words
• Does not have full stop

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 Research Title…
Example:
• Broad objective: To analyze the association
between nutritional knowledge and the nutritional
status of pregnant women attending antenatal care
(ANC) in Northern Tanzania.
• Title: Analyzing the association between nutritional
knowledge and the nutritional status of pregnant
women attending antenatal care (ANC) in Northern
Tanzania.

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 Research Title…
• Broad objective: To assess the prevalence and predictors of
GDM among pregnant women attending ANC at Dodoma region.
• Title: Assessing the prevalence and predictors of GDM among
pregnant women attending ANC at Dodoma region.

• Broad objective: To evaluate effectiveness of simulation

training in improving students’ competence in routine assessment of
the newborn among undergraduate nursing students in Dodoma,
Tanzania.
• Title: Evaluating effectiveness of simulation training in improving
students’ competence in routine assessment of the newborn among
undergraduate nursing students in Dodoma, Tanzania

• Broad objective: To assess clinical learning environment and

performance in clinical setting among pre-service nursing students in
training institutions, Tanzania.
• Title: Assessing learning environment and clinical performance: a
perspective of pre-service nursing students in training institution
Tanzania

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Research Questions
• A research question is a question that concerns the variables under
study and the existence of relationships among them.
• Research questions like hypotheses are crucial to data collection and
can only be answered after data collection and analysis.

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 Research Questions…
Characteristics of Research Questions
• Research questions should be clear and specific in order
to allow for choice of the appropriate methodology.
• They are interrogative, and usually stated in the present.
• Research questions must contain one or more variables.
Research questions are more applicable to exploratory
and descriptive studies.
• They should be realistic and meet the stated objectives of
the study.
• Usually the research questions are similar to specific
objectives but stated in a question form.

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 Research Questions…
Example:
• Specific objectives: To assess the knowledge level on the
recommended nutritional practices during pregnancy among ANC
attendees
• Research question: What is the knowledge level on the
recommended nutritional practices during pregnancy among ANC
attendees?

• Specific objectives: To assess the nutritional status of pregnant

women attending ANC
• Research question: What is the nutritional status of pregnant
women attending ANC?

• Specific objectives: To analyze the statistical association between

nutritional knowledge level
• and nutritional status in pregnant women attending ANC
• Research question: Is nutritional knowledge level of pregnant
women attending ANC associated with their nutritional status?

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 ..
3. Hypotheses
• Research hypothesis is a statement/a specific
prediction about the nature and expected direction of
the relationship between two or more variables that
permit empirical testing.

• It is ideally a prediction of an expected relationship

between one or more factors and the problem under
study which can be tested.

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 Hypotheses…
• Common types of hypotheses used in research are Null
and Alternative hypotheses.
• For example,
• Null Hypothesis: There will be no difference in Grade
achievement for students who learned research methods
through conducting primary research and those who learn
through lectures and tutorials.”
• Alternative Hypothesis: Those students who learn research
methods through conducting primary research will achieve
higher grades than those who learn through lectures and
tutorials.”

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Formulating Hypotheses
• While research objectives identify the anticipated contributions
arising from a study, and specify what will be done or measured in
the study, hypotheses specify the expected relationship among the
variables.

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 Hypothesis…
• Hypothesis statements are most appropriate for field
intervention or evaluation studies. Exploratory studies do
not normally require hypothesis because they generally
do not test relationships between variables.
• Hypotheses indicate the relationship among major
independent and dependent variables of interest
• They suggest the type of data that must be conducted in
order to measure the relationship among the variables.
• A single hypothesis might state that variable A is
associated with variable B, or that variable A causes
variable B.
• Sometimes a hypothesis will specify that, under
conditions X, Y, and Z, variable A is associated with or
causes variable B.

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Hypothesis…
• A well-written hypothesis focuses the attention of the researcher on
specific variables
• When writing hypothesis statements, it is important to keep in mind
the distinction between independent and dependent variables.
• An independent variable causes, determines, or influences the
dependent variable.

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 THANK YOU

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