CHAPTER TWO

Study Background and

Problem Definition
 RESEARCH TOPIC
 Formulating a research topic can take quite a time
 Start with a broad idea of an issue or area of research

 And this goes through many iterations before it turns in to a

working title and clear set of research question.
 Often the working title does not get finalized until very near
the end of the research
FACTORS TO CONSIDER IN THE CHOICE OF A
RESEARCH TOPIC
 Novel – When considering a research topic, the
researcher has to focus on one which has not been
investigated before.
 In the event that the problem has been studied before, the
researcher has to inject originality in it by coming up
with another research design, using a different data-
gathering tool or a different scheme for analyzing the
research data.

 Interesting – The researcher needs to consider his

interest in the choice of a research problem
 Relevant – The results of the study on a given problem
should be of practical value to the researcher and the
significant others in the field
 Feasible – This means that a problem that an
investigator is going to work on can be completed
without undue amount of time, money or effort and
competency
 Researchable – Data can be collected to answer the
problem posed by the researcher.
• Can the data be analyzed? (Can the data be measured?)
 Ethical – A problem is said to be ethical when it does
not involve physical or psychological harm or damage to
human beings or organizations.
 In other words, a study on a particular topic should not
put people or institutions in a bad light.
 PROBLEM DEFINITION
A well-defined study begins with a clearly defined
problem

“The formulation of a problem is often more essential

than its solution” - Albert Einstein

 The formulation of a research problem is the first and

most important step of the research process.
 It is like the identification of a destination before
undertaking a journey. In the absence of a destination, it
is impossible to identify the shortest – or indeed any –
route.
 Similarly, in the absence of a clear research problem, a
clear and economical plan is impossible.
 To use another analogy, a research problem is like the
foundation of a building. The type and design of the building
are dependent upon the foundation. If the foundation is well
designed and strong you can expect the building to be also.
 The research problem serves as the foundation of a research
study: if it is well formulated, you can expect a good study to
follow

 Problem formulation drives decisions related to….

 Research design
 Is exploratory research needed?
 Survey or experiment?
 Measurement
 Study measures flow directly out of problem statement and research
objectives
 Sampling
 Can we obtain the sample necessary to answer the research questions
 Availability? Cost?
 If the wrong problem is defined, all the remaining steps
through out the research process are wrong
 This marks the beginning of a research study and is the most
difficult and important step.

 Distillation of the problem

 The process of refining the question or idea into a problem
and making it sufficiently specific so that it is amenable to
investigation
 This process should lead to the development of a “statement
of the problem” that is clear, concise, and definitive
 STATEMENT OF THE PROBLEM
 A very specific statement which clearly identifies the
problem being studied; will usually identify the key
variables as well as give some information about the
scope of the study
 May be in either question or declarative form

 Formulation of problem statement takes place after an

initial review of related literature and the distillation
process
 Identifying the research problem is valuable, but also
difficult.
 NARROWING A TOPIC INTO A RESEARCH
QUESTION

 In order to narrow down the focus of a research, try to

get the background information from different sources.
For example
 Examine the literature

Published articles are an excellent source of ideas for resea

rch questions.
 Talk over ideas with others

 Apply to a specific context/associate with the existing

situation
 EVALUATE THE POTENTIAL OF THE
PROBLEM
Criteria:
 Will findings make a contribution to body of
knowledge? 
 Will findings make a difference for others? 

 Lead to definition of new problems or other research? 

Really researchable? 
 Knowledge & experience in the problem area?

  Information or data available to you? 

 Complete in the allotted time frame? 

 Simple enough for your first study?

 A GOOD PROBLEM STATEMENT
 Clarify exactly what you want to determine or solve 
 Scope limited to a specific question; sub-questions 
 Operationally defines key terms

 Initially, you may become more confused regarding with

research problem but this is normal and a sign of
progression.
 Remember: confusion is often but a first step towards clarity.
Take time over formulating your problem, for the clearer you
are about your research problem/question, the easier it will
be for you later on. Remember, this is the most crucial step.
 SOURCES OF RESEARCH PROBLEMS
 people;
 problems;

 programmes;

 phenomena.
Aspects of a About Study of
study

Study People Individual, organization, group They provide you with the
population ,communities required information or you
collect information from or about
them

Problem Issues, situations, associations,

needs, population,
composition, profiles, etc

information that you need to

collect to find answers to your
Programme Contents, structure, outcomes, service research question
attribute, satisfaction,
consumers, providers

Phenomena Cause and effect, relationship,

the study of a phenomena itself
etc
 RESEARCH GOALS AND OBJECTIVES
 Goals of the research is to have a new knowledge , deepen the
existing one or to have a solution to an immediate problem
 It is broad when compared to that of research objectives
 Difficult to measure and not specific
 Where as:-
 The research objective is specific , measurable and a defined
scope
 Specific proposed outcome(s) and/or product(s) of the
Research
 What will be known after the project was completed
 Need to be clear & definite, specific, measurable and
achievable in a specific time period
 SMART OBJECTIVES
 Specific
 Measurable

 Agreed

 Realistic

 Time bound
SPECIFIC
 What do you need to achieve?

 Are you clear on the parameters and outcomes?

 Have you provided enough detail that ensures clarity and common
understanding of what is to be achieved?
 What is the expected result?

 To increase specificity when writing objectives use verbs which are

action-orientated to describe those actions which need to be taken
to fulfill objectives.
 Action verbs include: analyze, apply, change, create ,determine,
differentiate ,identify ,perform
 Avoid jargon, words and phrases which are (or can be construed as)
misleading or ambiguous
MEASURABLE
 Could this be measured and decided without argument
that the result had been achieved?
 How will you know the objective has been achieved?

 What indicators will you look for to measure progress

and success?
 What data is available?

 Do new measures need to be identified?

 Think about quantity and quality measures

ACHIEVABLE / ALIGNED
 Can we get it done in the proposed time frame with the
resources and support we have available?
 How does the objective fit within the context of your role?

 The objective must be feasible with the available resources,

appropriately limited in scope, and within the program’s control
and influence.
An objective is achievable if:
 you know that it is measurable

 others have already done

 it it is in principle possible (it is clearly not unachievable)

 the necessary resources are available, or there is a realistic

chance of getting them
 the limitations have been assessed
 Setting objectives that are unachievable will lessen
motivation and lead to people applying little or no
energy or enthusiasm to what they see as a futile task.
RELEVANT
 Will this objective have an effect on the desired goal or
strategy?
 Relevant relates to the relationship between the objective
and the overall goals of the program or purpose of the
intervention. Evidence of relevancy can come from a
literature review, best practices, or your theory of
change.
TIME-BOUND
 Are there clear time frames attached to the objective?
(e.g. specific dates)
 If the objective goes beyond the review period, have you
set milestone dates?
 Are there other objectives which will depend upon the
completion of this one?
 What could impact/compromise the deadline?

 How can you mitigate these if they are of a concern?

 Is the deadline realistic?

 Including a time frame in the objectives helps in

planning and evaluating the program.
 Objectives should be worded using unambiguous
language, with a focus on results and achievements
rather than a series of actions or tasks.