1

LESSON 2
RESEARCH METHODS

Problem
Identification and
Definition
Learning 2

Objectives:
Studying this chapter shall enable learners to:

1.Define what a research problem is,

2.Distinguish between a researchable problem
from one that is not,
3.Identify and explain the characteristics of a
good research problem,
4.Give examples of researchable problems, and
5.Formulate their own research problem.
 3
Introduction
Every research starts with a problem. Without a
problem, there is no need to conduct research. Very
often, however, neophyte researchers or students of
research find it difficult to identify research problem.

This lesson will deal with the research problem: how it

is identified and defined.

A good research problem is described and the steps in

identifying and defining a researchable problem are
explained. Examples are also provided to help learners
identify and define their own research problem.
What is a Research
4
Problem?
A problem is anything which gives a person a feeling of
discomfort. If a person worried about how things are, she/he
has a problem. A problem could be a state of affairs that
needs to be changed or anything that is not working as
expected.

For researchers, problems could be conditions they want to

improve, difficulties they want to eliminate, questions for
which they want answers, or information gaps they wish to fill,
or theories they wish to validate.

A research problem could also be an issue that should be

settled. It may be a question about the unknown
characteristics of a population or about factors that explain
the presence or occurrence of a phenomenon.
Identifying a 5
Research Problem
In doing research, the first thing a researcher does is identify and clearly
define the problem to be studied. If the researcher cannot pinpoint a
problem, she/he cannot expect others to understand what problems she/he
want to solve. Initially, a research problem is stated in the form of a
question, which serves as the focus of the investigation.

Samples of possible research questions are:

• What problems do children of separated parents encounter and how do

the children cope with these problems.
• What goes on in a government office in a typical week? Or How
government employees spend a typical day in the office?
• Do mothers who have attended health education classes have better
health care management practices than those who have not?
• Does TV viewing affect a child’s performance in school?
Additional samples... 6
• Will training of managers of cooperatives in financial
management improve the financial control system of
cooperatives?
• Have there been changes in the portrayal of men and
women in commercial advertisements in the last five
years?
• What are the perceptions of college students regarding
the granting of emergency powers to the president in
times of crises?
• To what extent do students use the internet?
• Does the students’ use of the internet affect their
performance in school?
 7
While a problem is the initiating force of
research, not all problems require research. A
potential problem exists when the following
conditions are present:
a. There is a perceived discrepancy
between
what is and what should be.
b. There are 2 or more plausible reasons for
the discrepancy.
 8
Think of this…
There may be an existing difficult or disturbing
situation; but if this condition is expected to happen
because of known circumstances, then the problem is
not researchable.

Even if there is a discrepancy between what is and

what should be, because the causes of the
discrepancy are known at this particular time, there is
no need to conduct research.

A problem does not exist. Therefore, there is no

need to do research.
 9
A possible research situation exists when the
existing condition (what is) is different from
what is expected (what should be), and
there are two or more reasonable causes of
the discrepancy between what is and
what should be.

Contrast the following situation from our first

example
Defining the 10
Research Problem
Once the problem is identified, it should then be defined. The
problem definition explains the existence and seriousness of the
problem. The definition shows evidences that prove the problem
really exists, that it is serious, and/or widespread. The definition of
a problem also identifies the elements of a broader problem that are
to be the focus of the research activities.

This section must show that the problem needs serious attention
because many people are or will be affected by it. In defining a
research problem, the following questions are usually answered:

1. Does the problem really exist? What are the evidences of the
problem’s existence?
2. Is the problem serious? Who and how many are affected by it?
3. What places are affected? How widespread is it?
4. How often does the problem occur?
 11
In defining the research problem, it is
important for the researcher to present a
valid justification for the conduct of the
study.

The problem definition must show that

answers to the research questions are
not yet clear or available. To do so, the
definition should present relevant data
from service statistics and related
literature.
Things to Remember When 12
Defining a Research Problem:
1. First, review relevant literature and previous
studies on the problem,
2. Examine current available data/statistics,
3. Seek educated opinions from persons
concerned with the problem, and
4. Determine the probable reasons for the
existence of the problem from social, economic,
or other theories that may explain the existence
of the problem and the possible connection
between the problem and other factors.
A careful review of existing 13
information or studies on a problem
can also help the investigator
determine:

1.What answers or solutions have

been found/tried in the past to
solve the problem and how
successful they were, and
2.What questions still remain
unanswered and what aspects of
the problem need to be studied
further.
Characteristics of a Good 14

Research Problem:

A research problem should possess 4

essential characteristics. It must be:

1.Relevant
2.Feasible
3.Clear
4.Ethical
1. A research problem must be 15
relevant.
The problem must be timely and relevant. It must be of
interest to the one investigating it. It should yield answers that
will contribute to the universal fount of knowledge and
development. In essence, the problem should be worth
investigating and worth the time, money and effort to be
spend on it.

To determine whether a possible research problem is

relevant or not, one should consider the following questions:

a. Will answers to the research question/s help advance

knowledge?
b. Can answers to the research question/s help in improving
practices, behavior or performance?
c. Will answers to the research problem improve human
conditions?
Sample of a Relevant
Problem 16
Research Problem: “The Effect of Computer-Assisted Instruction on
Students’ Achievement in Mathematics?”

1. Will the answer to the research problem help advance knowledge?

Yes. A finding that shows that computer-assisted instruction
significantly improves or does not improve achievement in
mathematics comprises new knowledge.

2. Can answers to the research problem help in improving practices,

behavior, performance?
Yes. Positive findings suggest that teachers must use the
computer as an instructional device.

3. Will answers to the research problem improve human conditions?

Yes. If the adoption of computer-assisted instruction leads to
improved learning, students will acquire better skills. With better skills,
they will definitely have better chances of getting employed. Skilled
workers are better paid than unskilled ones and more likely will have
better quality of life because with more income they can buy what
they need.
2. A Research Problem must be 17
feasible.
A research problem can only be investigated if
resources like time, money and personnel are available.

A research problem may be relevant, but if funds are not

available and there are no skilled researchers or tools
for data gathering, then it would not be feasible to
conduct.

Researchers must therefore be sure of the availability of

funds and human resources as well as appropriate tools
and devices needed in the conduct of the study
before s/he starts the research study.
Sample of a Feasible Problem 18

Research Problem: “The Effect of Computer-Assisted

Instruction on Students’ Achievement in Mathematics?”

Comment: Instruction in the experimental group is computer-

assisted, while that in the control group is not. The teacher in
the experimental group can be trained to use the computer in
teaching math. The experiment can be carried out even if there
is only one computer available in the classroom. This can be
provided by the researcher.
Samples of Feasible and Non-Feasible Problems
19
Feasible Problem Non-Feasible Problem
 Research Problem: “The Effect of  Research Problem: “The Effect
Computer-Assisted Instruction on on Achievement of Providing
Students’ Achievement in Each Student a
Mathematics?” Microcomputer in Their Math
Class”
 Comment: Instruction in the
experimental group is computer-
 Comment: It might be worth
assisted, while that in the control
knowing if computer-based
group is not. The teacher in the
math instruction can improve
experimental group can be
trained to use the computer in students’ achievement in the
teaching math. The experiment subject but giving each
can be carried out even if there student a computer would be
is only one computer available very costly. Moreover it may
in the classroom. This can be not be afforded by most
provided by the school or even schools.
the researcher.
 20
3. A Research Problem must be clear

The research problem must be clearly

stated so that what is being investigated is
made clear. The major variable/s of the
study should be measurable and should be
specified in the problem statement. The
use of ambiguous terms must be avoided.
Samples of Clear and Unclear Research Problems
21
Unclear Problem Statement Clear Problem Statement
 Research Problem: “Attitudes
 Research Problem: “Women’s
Towards Gender Equality of
Perceptions About Gender
Female Employees in Quezon City
Equality”
Hall”

 Comment: This problem is not

clear because it does not specify  Comment: In this research
what group of women will be problem it is clear that what
studied. What is implied is all is being examined are
kinds of women. Even the word attitudes towards Gender
“perception” is not clear. One equality. It is also clear that
may ask, “perception regarding the study will cover female
‘what’ of Gender Equality?” employees in Quezon City
Hal.
4. A Research Problem Must Be
22
Ethical.
The conduct of the study should not pose any
danger, embarrassment, hurt or any risk to the
research respondents or subjects or any one.
Information needed to answer the research
questions can be collected without violating the
rights of the source/s of information. The
respondents’ privacy must therefore be
protected. They should be informed about the
purpose of the study and be given the right to
consent or refuse to participate in the study.
Samples of Ethical and Unethical Problems
23
Ethical Problem Statement Unethical Problem Statement
 Research Problem: “Students’  Research Problem: “The Effect
Perceptions on the Effect of of Punishment on the Self-
Physical Punishment on Their Esteem and Academic
Self-Esteem and Performance” Performance of Adolescents”

 Comment: A survey on
students’ perceptions about the  Comment: If an experiment is
effect of physical punishment to be conducted, punishment will
on their self-esteem and be applied to the experimental
performance does not raise an group, but withheld from the
ethical issue, since respondents control group. Even if the result
are only asked about their of the study shows that
perceptions. It is still punishment will improve self-
important, however, to explain esteem and performance,
the purpose of the study and
get their informed consent to applying punishments to
participate. students for the sake of
research is unethical.
Reviewing Literature 24
What is Review of Literature:

A review of related literature is the process of collecting, selecting

and reading books, journals articles, reports, abstracts and other
reference materials including electronic and internet sources about the
problem under investigation.

From these various sources, the following information may be

collected:

1. Background information about the problem and related concepts

2. Theories that explain the existence of the problem and the possible
connection between certain factors and the problem
3. Data that confirm the existence and seriousness of the problem
4. General and specific findings of studies related to the problem
5. Recommendations for further study given in related studies
Why Review Literature? 25
A review of literature is a must in research. Related literature can
help a researcher identify and develop a research problem,
formulate a research framework, and identify and use appropriate
research methodologies and tools.

1. Related literature helps the research identify and define a research

problem. A new problem may arise from vague results, conflicting
findings, or the inability of study variables to adequately explain the
existence of the problem.
2. A review of related studies helps justify the need for studying a
problem. When findings of related studies are not clear or do not
provide adequate/conclusive answers to certain issues or questions,
then the conduct of a study is justified.
3. Related literature helps prevent unnecessary duplication of a study.
There are many research problems that are already “over studied”
and yet, similar studies are still being conducted. If a researcher
has adequately reviewed related literature about his/her study,
unnecessary duplication can be avoided.
Why Review Literature? 26
4. Literature can be a source of theoretical basis for the study.
Correlation studies usually use or generate theories to explain
the research phenomenon under study. Researchers may use or
adopt the same theory or theoretical framework used in the
related studies.
5. Literature enables the researcher to learn how to conceptualize a
research problem and properly identify and operationally define
study variables.
6. Related studies provide a basis for identifying and using
appropriate research design. It also helps in the formulation or
refinement of research instruments.
7. Results of related studies provide lessons for data analysis and
interpretation. Findings of a study can be compared to findings
of related studies.
When to Start Reviewing
Related Literature1 27
While the research problem is still being conceptualized, the
researcher must already start reviewing literature. In identifying and
defining the research problem, the researcher must be able to show
evidences that the problem really exists and is worth investigating.
Information regarding the existence, seriousness and relevance of the
problem can be gleaned from literature review.

It is important that the researcher knows what is already known about

the problem or what earlier researchers have found out about it and
what questions still need to be answered before the research
questions or objectives are finalized.

Theories which researchers use to explain the existence of a

research problem and used as bases in analyzing relationships
between variables can be generated from reference books on theories
or from related studies. The researcher, therefore, must have
already read adequate literature at the start of a research activity.
What to Review and Where
28
to Get the Materials
Researchers should be familiar with the different sources of information
related to the research problem. The most common types of sources of
information for a research problem are: general references, primary
sources and secondary sources.

General References:
show where to locate other sources of information related to a
certain topic. Examples of general references available in most libraries
are indexes, reviews and abstracts. Indexes are usually published by field
of specialization. For example, in education, there are the Education Index
and the Dictionary of Education Research. Commonly used abstracts are
the Psychological Abstracts and the Social Science Index.

Primary Sources:
results of many research studies are published in journals, or
monographs. These articles or reports are generally written by those who
actually conducted the study, thus they are called primary sources. Many
research journals are published monthly, quarterly or yearly.
 Some of the commonly used journals in various areas
2ar9e: Philippine Nursing Journal, Business Journal, Philippine
Socio ical Review, Journal of Philippine Public Administration,
Social Psychology Journal, Education Research Journal, and many
others.

Secondary Sources:
Refer to publications where authors cite the work of others.
The most common secondary sources are books, reviews,
yearbooks and encyclopedias. Secondary sources are good
references for overview of the problem.
Steps in Literature Review
30
1. Review the precise definition of the research problem. Note the key
variables specified in the study objectives and hypothesis.

2. Formulate “search terms” (key words or phrases) pertinent to the

problem or question or interest. For example for the problem
“Adolescents’ Perceptions on the Effect of Punishment on the Self-
Esteem and Academic Performance Performance,” possible “search
terms” could be “punishment and learning,” “self-esteem and
performance,” “self-worth,” and “reinforcement.”

3. Using the indexes of general references, search for relevant primary and
secondary sources guided by the “search terms.” Start with the most
recent issue and work backwards. Next, search for sources listed under
terms synonymous or related to the “search terms.” For example, in a
study on feminism, after tracking down sources listed under “feminism,”
look up “women’s issues” and “matriarchy.”

4. List in a note or index card the bibliographical data of the pertinent

sources selected including the: author of the source, its title, name of the
publication, date of publication (if book, include place and date) and
page/s of the article.
Steps in Literature Review 31
5. Read the selected reading materials, take notes and summarize key points.
Notes are preferably written in note cards for easy retrieval and
classification.
6. In reading articles, the researcher may follow these steps:
a. Read the abstract or summary
b. Record the bibliographic data
c. Take notes. In taking notes, be as brief as possible, but include all
relevant information which you can use in your full review, such as
the problem, the objectives and hypotheses, the procedures and
methodologies, major findings, recommendations and conclusions.

Sample of a Bibliographic Card for a Journal

Corpus, Rosalie A.
“Gains from the Master in Educational Management (MEM) Program and Its
Effect on the Teaching Performance of MEM Students of the Polytechnic
University of the Philippines”
PUP Research Journal
22(1), 2005
Pages 38-45
Sample of a Bibliographic Card for a Book:
32
Laurente, Reynold R.
“Article VII: Executive Department”
Essentials of Political Science 2
Manila, Philippines, Rex Book Store
Copyright 2006
Pages 318-342

Sample of a Bibliographic Card for a

Thesis: Corpus, Rosalie A.

“Students’ Ratings of Teachers’ Instructional Skills in Using the
R.E.A.C.T. Strategy: A Contextual Teaching and Learning (CTL)
Approach in Teaching Science and Mathematics Subjects”
Thesis, Master in Educational Management,
Polytechnic University of the Philippines, Open University System
Commonwealth, Quezon City
2005
Sample of a Note Card
33
Corpus, Rosalie A., DEM Dissertation, PUP, 2009

Research Title: “An Assessment of the Effectiveness, Efficiency and

Advocacy Components of the Enhanced IMPACT (Instructional
Management by Parents, Community and Teachers) System”

Objective: To assess the extent of implementation of the Effectiveness, Efficiency

and Advocacy components of e-IMPACT in 19 project schools nationwide.

Hypothesis: Instructional Coordinators and Instructional Supervisors differ in their

assessment of the extent of implementation of the Effectiveness, Efficiency and
Advocacy components of e-IMPACT in their schools.

Research Methodology: Purposive survey of 177 respondents using descriptive co-

relational design. It is also a mixed methods research using both quantitative and
qualitative data collected through a researcher-made instrument.

Major Findings: Instructional Coordinators and Instructional Supervisors do not differ

in their assessment of the extent of implementation of the Effectiveness, Efficiency
and Advocacy components of e-IMPACT in their schools. On a 5-point Likert
Scale, of the three, Effectiveness is most highly implemented at 4.36, followed
closely by Efficiency at 4.33, then Advocacy at 3.96.
Sample of a Note Card 34
•The Effectiveness dimension looked at: School mission, vision, goals and
objectives; Classroom assessment; Teaching and learning delivery
mechanisms; Curriculum; Instructional materials and the Learning
environment.
•The Efficiency dimension looked at: Organizational structure and support
systems; Leadership; Professional growth and development and School
culture.
•The Advocacy dimension looked at: Comprehensive school planning;
Physical facilities and resources; Pupil and family involvement and
Stakeholders and community support.

Conclusion: Components of the effectiveness dimension of implementation

work well together to bring about instructional success. Components of
the efficiency dimension of implementation work well together to bring
about administrative success. Components of the advocacy dimension of
implementation work well together to bring about success in community
participation. It is also recommended that further studies be focused on
the role of the students, community and other stakeholders.
Writing the Literature Review 35
After taking notes from the different sources reviewed, the researcher prepares the
final review. Most literature reviews consist of the following parts: introduction,
body, summary/synthesis and conclusion.

1. Introduction – briefly describes the nature of the research problem and explains
what led the researcher to investigate the question. The summary presents the
main topics covered in the literature review section.

2. Body – briefly reports what experts think or what other researchers have found
about the research problem. Studies done on one key element or factor of the
research problem are reviewed under that topic followed by studies done on
other aspects of the problem. The common findings of several studies are
summarized in one or more sentences and only when necessary, some specific
findings of each study may be presented.

“Several studies reported that educational attainment is significantly associated

with compliance to medical regimen (Dela Cruz, 1999, Monteblanco, 1999). In
her study of myocardiac infarction patients, Dela Cruz (1999) found that college
educated patients had better compliance with their medical regimen, diet
requirements and exercise. Similarly, Monteblanco (1999) observed that high
school-educated elderly in Jaro, Iloilo City, took their medications more
regularly than their less educated peers.”
Writing the Literature Review 36
3. Summary/Synthesis – reviews and “ties together” the major findings of
the studies reviewed. It presents general picture of what has been
known or thought of about the problem to date. It points out similar
results, as well as conflicting findings.

4. Conclusion – this part presents the course of action suggested by the

literature. Based on the state of knowledge revealed by the literature,
the researcher could further justify the need for his/her study.
Steps in Identifying and Defining a Prob3le7
m

1. State the problem situation

• Write a short paragraph that describes the discrepancy between what is
and what should be
• Write the central problem or the main research question
• Give two or more plausible answers to the problem question (if there
is only one plausible answer to the question, the problem is not
researchable).

2. Add details by presenting statistics or any information that can serve as

evidence that the problem really exists. You can derive these from service
statistics, related studies, and other existing documents.

3. Using data from available research literature, current service statistics,

educated opinions, and other sources of information, define further the
problem situation you have just identified. Hopefully, your review
of related studies will reveal concepts and operational variables that
you may have overlooked.
Steps in Identifying and Defining a 38
Problem
If you listed these concepts and variables as you come upon them in
your review of related studies, the task of defining the problem
becomes much easier.

4. With the information you have collected from a literature review and
other sources, improve your problem definition and add details that
will help explain what your research problem is all about and why
you want to study the problem. Organize the information and your
ideas, such that the readers can be convinced that you really need to
undertake the research.
Key Terms to Remember: 39

Research problem
Researchable problem
Non-researchable problem
Ethics
Problem Identification
Problem definition
Justification
Review of literature
Comment on the research problems
list4e0d below in terms of their relevance,
clarity and feasibility:
1. “TheEffects of Attendance in Health Education
Classes on the Health Care Management Practices of
Young Mothers”

2. “Changes in the Portrayal of Men and Women in

Commercial Advertisements in the Last Five Years”

3. “Perceptions of College Students on the Granting

of Emergency Powers to the President in Times of
Crises”
Study the following situation and answer the41
questions that follow:
Research Situation:

Housing loans are granted to Pag-IBIG members at very low interest rates
to help them build and own their own homes. The loan is expected to be
paid on a monthly basis within a certain period of time. Despite the liberal
repayment scheme, repayment rate has been consistently low. Records
show a delinquency rate of about 30%. Arrears average at Php 150,000 and
many properties have been foreclosed as documented by notices of
foreclosure. Pag-IBIG members failure to pay their obligations has been
attributed to many factors, like lack of awareness among borrowers of the
consequences of non-payment, a negative attitude towards government
loans, or shortage of cash because of other financial needs, and others. Two
local studies on loan payment behaviors of credit cooperative members
showed that social and economic factors influence repayment. The studies,
however, did not touch on knowledge and attitudes towards loan repayment.
Most of the studies reviewed deal with credit coop loans and crop loans.
Studies on housing lons are limited.
Questions: 42
1. What can be the possible research question?
2. What is the problem situation? Show evidences.
3. What should be the situation?
4. What are the possible reasons for the discrepancy
between what is and what should be?
5. What is already known about the problem? What are
the findings of related studies?
6. What questions remain unanswered?
Project No. 1 43
Instructions: Identify and define your own research problem by answering the following
questions.

1. My research problem is:

2. The conditions that gave rise to my research question are (present evidences from
service statistics or related literature that will confirm the existence, seriousness
and distribution of your problem.

3. The ideal situation would have been: (standard, rule, expected, mandated,
recommended).

4. The possible reasons for the discrepancy between Nos 2 and 3 are:

5. The following interventions have been done to address the problem, and the
outcomes were: (if none, say so).

6. The following facts have been reported in related studies about the problem (state
sources).

7. The following questions about the problem, however, still remain unanswered:
 Next meeting 44

October 22, 2011

RESEARCH OBJECTIVES AND HYPOTHESES