chapter 3 - problem statement formulation

Copyright © Allyn & Bacon 2006

Chapter 3

Research Problems: Statements, Questions, and Hypotheses

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Copyright © Allyn & Bacon 2006 2

Importance of Research Problems

Formulates a clear, concise, and manageable research problem

Communicates to others Focus and importance of problem Educational context and scope Framework for reporting results

Indicates evidence-based inquiry


Sources of Problems

Casual observation Relationship between cognition and affect Relative effectiveness of positive or negative

reinforcement Deductions from theory

Effectiveness of using math manipulatives Relationship between instructional style and

learning style Related literature

Study of dropouts in your locale Use of math manipulatives in secondary schools


Sources of Problems

Current social and political issues Gender and race equity Inclusion

Practical situations Evaluations of specific programs Effectiveness of local initiatives

Personal experience and insight Teaching statistical courses from an applied

perspective Effectiveness of non-threatening classroom

assessments


Formal Problem Statements

Purpose Introduces reader to importance of

problem Places problem in an educational context Provides framework for reporting results—

findings and conclusions


Problem Formulation in Quantitative Research

Is phrased as statements, questions or hypotheses

Provides identification of population, variables, and logic of problem

Presents logic of constructs, variables, and operational definitions


Construct

Complex abstraction not directly observable e.g., motivation, meta-cognition, self-

concept, aptitude, etc. Derived from theory Expresses idea behind a set of particulars Can combine several variables into

meaningful patterns


Variable

An event, category, behavior or attribute Composed of attributes of levels that

express a construct Each variable a separate and distinct

phenomenon Two types based on what is measured

Categorical variables—groups variable into attributes (categories)

Continuous measured variable—can assume an infinite number of values within a range


Research Variable Types

In experimental research Independent—comes first—influences or

predictsAlso called manipulated or experimental

variableAntecedent

Dependent—comes second—if affected or predicted by independent variable

Consequence


Research Variable Types

In non-experimental research Independent variable cannot be

manipulated In correlational studies

Antecedent called predictor variable Dependent variable called criterionNot always possible to tell which comes

first When prediction not goal, but rather to see if

there is a relationship between variable


Operational Definition for Variable

Assigns meaning to a variable by specifying activities or operations necessary to measure, categorize, or manipulate variable

Tells researcher what is necessary to answer question or test hypothesis


Problem Formulation in Quantitative Research

Identify population, variables and logic of problem

Specific research questions and hypotheses Questions—simple and direct

Descriptive—typically asks “what is” and implies a survey research design

e.g., What is current dropout rate in Louisiana? Relationship—implies a correlational design

e.g., What is relationship between math attitude and math achievement?

Difference—implies a comparison e.g., Is there a difference in effectiveness of graded

and non-graded homework?


Research Hypotheses in Quantitative Research

Statements e.g., purpose of this research is to ....

Questions e.g., What is ...?


Research Hypotheses in Quantitative Research

Tentative statement of expected relationships between two or more variables e.g., there is a significant, positive

relationship between self-concept and math achievement

States direction of relationship Should be testable, verifiable Should offer a tentative explanation

based on theory or previous research Concise and lucid


Problem Formulation in Qualitative Research

Is phrased as statements or questions, never as hypotheses Broad statements: how, what and why

Begins with selecting general topic and mode of inquiry i.e., interactive and non-interactive


Qualitative Field Records, Descriptions, and Abstractions Employs inductive reasoning Selects a particular case (rather than variables

as in quantitative) for in-depth study Case is a particular social situation chosen by

researcher in which some phenomenon will be described by participants’ perceptions

Aim is to gain understanding of a broader phenomenon

Qualitative field records Participant observation field notes Interview tapes Researcher notes on historical documents


Narrative Descriptions Detailed narrations of people, incidents, and

processes Completed after data collection because of

discover-orientation of research Called “rich” or “thick” Contains information on

People Incidents Participants’ language Participants’ “meanings”

Synthesized abstractions Summary generalizations and explanations of major

research findings of study


Problem Reformulation

Initial statement of a broad, general question i.e., foreshadowed problem, phrased as

“what,” how,” and “why” of situation Condensed problem statement

identifying a specific focus Reformulation of problem during

research—emergent design


Statements of Qualitative Research Purposes and Questions

Qualitative problem statements Qualitative traditions of ethnography,

phenomenology, case study, grounded theory, and critical study

Focus on current phenomena through interactive data collection

Historical problem statements and questions Analysis of documents and archives Focus on understanding past


Mixed Method Problem Formulation

Equal priority to all questionsboth quantitative and qualitative data collected about same time Research questions and foreshadowed

problems Problems usually presented together Findings from both kinds of data would be

analyzed and interpreted together (triangulation)



Measured results explained by qualitative data Data collected sequentially Quantitative phase provides general

results explained with qualitative data Explanatory design



Qualitative questions, then quantitative questions Used when there is little prior research on a

topic or practice that is new Qualitative methods used first to investigate

scope of phenomenon Quantitative methods investigate findings in

a more structured way Exploratory design


Significance of Problem Selection

Rationale for a study Justifies why an evidence-based inquiry is

important Indicates researcher’s interest/choice

Knowledge of an enduring practice Theory testing Generalizability


Significance of Problem Selection

Extensions of understanding Methodological advancement Current issues Evaluation of a specific practice or policy

at a given site Exploratory research


Standards of Adequacy for Problem Statements

General research problem Does statement of general research

problem imply possibility of empirical investigation?

Does problem statement restrict scope of study?

Does problem statement give educational context in which problem lies?


Significance of Problem

Does problem contribute to one or more of following? Develops knowledge of an enduring practice Contributes to theory development Expands current knowledge Provides an extension of our understanding Advances methodology Related to a current social or political issue Evaluates specific practice or policy at given site Explores an issue about which little is known


Specific Research Question or Hypothesis

Quantitative Does specific research purpose, question,

or hypothesis state concisely what is to be determined?

Does level of specificity indicate question or hypothesis researchable? Do variables seem amenable to operational definitions?

Is logic clear? Are variables identified? Does research question or hypothesis

indicate framework for reporting results


Qualitative

Do research questions, foreshadowed problems, or condensed problem statements indicate particular case of phenomena to be examined?

Is qualitative methodology appropriate for description of present of past events?

Is logic reasonably explicit? Does research purpose indicate

framework for reporting findings?


Mixed Methods

Is relative emphasis of each method made explicit?

Is order in which quantitative and qualitative data collected clear?


Other Criteria

Is problem one in which researcher has a vital interest and a topic in which researcher has both knowledge and experience?

Are problem and design feasible in terms of measurement, access to case, sample, or population, permission to use documents, time frame for completion, financial resources, and like?


Other Criteria

Does researcher have skills to conduct proposed research and to analyze and interpret results?

Does proposed research ensure protection of human subjects from physical or mental discomfort or harm? Is right of informed consent of subjects

provided? Will ethical research practices be

followed?

chapter 3 - problem statement formulation

Education

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research variable types

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andmanageable research

ormanipulate variable

previous research concise

survey research design