Defining the Research Problem: Defining the research problem - Selecting the problem,

Necessity of defining the problem, Techniques involved in defining the problem, Importance of
literature review in defining a problem, Survey of literature, Primary and secondary sources,
Reviews, treatise, monographs patents , web as a source, searching the web, Identifying gap areas
from literature review, Development of working hypothesis.

DEFINING THE RESEARCH PROBLEM

The selection and properly defining a research problem is the first and foremost crucial step in
research process. A researcher must find the problem and formulate it so that it becomes
susceptible to research. Defining a research problem is the fuel that drives the scientific process.
It is the foundation of any research method and experimental design, from true experiment to case
study.
Defining a problem means “To pin-point the problem or defining a problem to reach the core of the problem
i.e. threadbare analysis.”
(a) Need of defining a problem
The definition of a problem serves the following purposes:
1. The definition of a problem sets the direction of the study.
2. The definition reveals the methodology or procedure of the study.
3. The definition helps the researcher to control subjectivity or biases of the
researcher.
4. The definition of the problem suggests and specifies the variables to be taken
up into the investigation through a problem involved into so many variables.
5. The-definition makes the research work practicable.
(b) Precautions are to be taken in identifying the problem
The following precautions should be taken into consideration for identifying problem.
1. The words used for defining a problem should have a single meaning.
2. The statement of the problem must be brief but comprehensive.
3. The assumptions are to be recognised for the study.
4. The problem should have practical importance in the field of Education.
5. The definition or the statement of the problem should have certain rationale.
(c) Steps in defining a problem
The following steps are to be followed in defining a problem
1. Researcher should have to develop a conceptual framework of the problem. The
conceptual framework should be such that it can be stated into verbal form.
 2. Delimiting the elements of the problem.
3. Classifying the elements in the homogeneous group.
4. Locating the key-points in the conceptual framework.
5. Evaluating the theoretical security of the problem.
6. The final form of the statement can be given into verbal form to a conceptual
framework of the problem.
7. Deciding the practical difficulty in conducting the study.
(d) Ways to Define the Problem
The following are various ways of defining a problem:
1. Analyse the major problems or problems in terms of subordinate problems.
2. Statement delimits the scope of the study.
3. Orientation of the problem in a unique direction:
(a) A historical account, remote or recent.
(b) A survey of previous study or related studies.
(c) An analysis of previous studies or related subjects.
(d) Preliminary survey.
4. Description of the general nature of the problem.
(a) Type.
(b) Source.
(c) Procedure.
5. Statement of limitations of the technique employed.
6. Recognitions of assumptions and Implications.
7. Importance-value or significance of the study of education.
8. Definition of terms.

CHARACTERISTICS OF A PROBLEM
Although selecting a research problem is one of the most difficult steps for a student in a
research process, it is unfortunately one for which the least guidance can be given.
A problem statement must have the following characteristics:
1. It should ask about a relationship between two or more variables.
2. It should be stated clearly and unambiguously, usually in question form.
3. It should be possible to collect data or answer the questions asked.
4. It should not represent a moral or ethical position.
 SELECTING THE PROBLEM
The selection of a suitable problem is not an easy task. It is a serious responsibility to commit
oneself to a problem. It will be inevitably required much time and energy and which is so
academically significant.
Research is way of gathering dependable and useful information. The process of research
consists of seven steps. These includes: problem, hypothesis, research designs, measurements,
data collection, data interpretation and reporting the results. Certain criteria have been found
helpful for the selection of the problem.
Here are some tips to select and formulate a research problem.
1. A research problem cannot be borrowed; a researcher has to find his own problem;
a guide can only help in choosing a broad subject or topic. The problem should be
sufficiently original.
2. The problem should be novel, significant and useful to practitioners; the utility
of the expected findings should be judged.
3. Too narrow or too vague problems should be avoided.
4. The selection of superficial and obvious problems as well as overdone and
controversial subjects should be avoided.
5 Problems should suit our interest, competence and ability.
6. The availability of the required data and co-operation of people concerned
should be checked.
7. A lot of time writing and note taking to understand the problem should be
taken.
8. To obtain definitive ideas, a researcher should contact an expert or a professor
in the University who is already engaged in research.
9. Identifying gaps through literature surveys throw up new problems.
10. Writing should be started at the very beginning in order to encourage critical
thinking, to understand sources better and to draft more effectively.
11. Interactions should be made with experts and practitioners.
12. The importance of the subject, the qualifications and the training of a researcher,
the costs involved, and the time factor are also be considered in selecting a
problem.
In other words, before the final selection of a problem is done, a researcher must ask himself
the following questions:
❖ Why have I decided to do some research?
❖ What personal characteristics do I have which might help me to complete my
research?
❖ What skills and experience do I have which might help me in my research?
❖ The five ‘Ws’: What is my research?; Why do I want to do this research?; Who
are my research participants?; Where am I going to do the research?; When am I
going to do the research?
❖ You must take time to think about your research as this will save you
problems later.
❖ When you’re thinking about your research, keep asking yourself questions
❖ Sum up your research project in one sentence
❖ Discuss your sentence with your tutor or boss and revise if there is any
confusion.
(13) The selection of a problem must be preceded by a preliminary study.
If the subject for research is selected properly, the research will not be a
boring drudgery; and it will be love’s labour. In fact, zest for work is a must.

CHARACTERISTICS OF GOOD TOPICS

1. Interesting – keeps the researcher interested in it throughout the research
process.
2. Researchable – can be investigated through the collection and analysis of data.
3. Significant – contributes to the improvement and understanding of educational
theory and practice.
4. Manageable – fits the level of researcher’s level of research skills, needed
resources, and time restrictions.
5. Ethical – does not embarrass or harm participants.

NECESSITY OF DEFINING THE PROBLEM

“Quite often we all hear that a problem clearly stated is a problem half solved”. This statement signifies the need for

defining a research problem. The problem to be investigated must be defined unambiguously to

discriminate relevant data from the
irrelevant ones. A proper definition of research problem helps the researcher to be on the
track. An ill-defined problem may create hurdles.
Some questions crop up in the mind of the researcher.
i. What data are to be collected?
ii. What characteristics of data are relevant and need to be studied?
iii. What relations are to be explored?
iv. What techniques are to be used for the purpose?
The answers of all these questions are possible only when the research problem has been
well defined. Thus, defining a research problem properly is a step of the highest importance. In
fact, formulation of a problem is often more essential than its solution. It is only on careful
detailing the research problem that we can work out the research design and can smoothly carry
on all the consequential steps involved while doing research.

TECHNIQUE INVOLVED IN DEFINING A PROBLEM

Defining a research problem properly and clearly is a crucial part of a research study.
The technique for the purpose involves the undertaking of the following steps generally one
after the other:
1. Statement of the problem in a general way
2. Understanding the nature of the problem
3. Surveying the available literature
4. Developing the ideas through discussions
5. Rephrasing the research problem into a working proposition
A brief description of all these points will be helpful
1. Statement of the problem in a general way
i. The researcher must immerse himself thoroughly in the subject matter
concerning.
ii. In case of social research, the researcher has to do some field observation. He
may undertake some sort of preliminary survey or known as pilot survey.
iii. The researcher can seek the guidance of the guide or the subject expert.
iv. The guide puts forth the problem up to the researcher to narrow it down and
phrase the problem in operational terms.
v. The problem may contain various ambiguities. They must be resolved by cool
thinking and rethinking over the problem.
2. Understanding the nature of the problem
For a better understanding of the nature of the problem involved, the researcher should
i. Know its origin and nature clearly.
ii. Discuss with those who have a good knowledge of the problem concerned or
similar other problems.
iii. know about the environment within which the problem is to be studied and
understood.
3. Surveying the available literature
The researcher must be surveyed the all available literature concerning the problem. The
researcher must devote sufficient time in reviewing of research already undertaken on related
problems. This is done to find out what data and other materials.
“Knowing what data are available, it helps to narrow the problem and the technique that might
be used.” This will help a researcher to know about certain gaps in the theories applicable to the
problem under study are inconsistent with each other, or whether the findings of the different
studies do not follow a pattern consistent with the theoretical expectations and so on.
All this will enable a researcher to take new strides in the field for furtherance of
knowledge i.e., he can move up starting from the existing premise. Studies on related problems
are useful for indicating the type of difficulties that may be encountered in the present study as
also the possible analytical shortcomings. At times such studies may also suggest useful and even
new lines of approach to the present problem.
4. Developing the ideas through discussions
Discussion concerning a problem produces an useful information. Various new ideas can
be developed through such an exercise. Hence, a researcher must discuss his problem with his
colleagues and others who have enough experience in the same area or in working on similar
problems. This is quite often known as an experience survey. People with rich experience are in
a position to enlighten the researcher on different aspects of his proposed study and their advice
and comments are usually invaluable to the researcher. They help him sharpen his focus of
attention on specific aspects within the field. Discussions with such persons should not only be
confined to the formulation of the specific problem at hand, but should also be concerned with
the general approach to the given problem, techniques that might be used, possible solutions, etc.
5. Rephrasing the research problem
 Finally, the researcher must sit to rephrase the research problem into a working
proposition. Once the nature of the problem has been clearly understood, the environment has
been defined, discussions over the problem have taken place and the available literature has been
surveyed and examined, rephrasing the problem into analytical or operational terms is not a
difficult task. Through rephrasing, the researcher puts the research problem in as specific terms
as possible so that it may become operationally viable and may help in the development of
working hypotheses. In addition to what has been stated above, the following points must also be
observed while defining a research problem:
a Technical terms and words or phrases, with special meanings used in the
statement of the problem, should be clearly defined.
b. Basic assumptions or postulates (if any) relating to the research problem
should be clearly stated.
c. A straight forward statement of the value of the investigation (i.e., the criteria
for the selection of the problem) should be provided.
d. The suitability of the time-period and the sources of data available must also
be considered by the researcher in defining the problem.
e. The scope of the investigation or the limits within which the problem is to be
studied must be mentioned explicitly in defining a research problem.

IMPORTANCE OF LITERATURE REVIEW IN DEFINING A PROBLEM

A new research depends on past knowledge, and does not include a part of knowledge. A literature
review is an account of what has been published in books, journals and the internet on a topic by
accredited scholars and researchers.
In general, the literature review should:
1. Literature review is most important to identify the problem of the study. It can be
solved by collection of data. It is very important to know that the work done by a
researcher in a research should not be repeated again (or if it is repeated, that it is
marked as a "replication study").
2. It also helps to avoid the mistakes, which are already done by another one.
3. A new research depends on past knowledge, and does not include a part of
knowledge.
4. It verifies that it has not been already done (outline gaps in previous research).
 5. Literature review is important to judge research question and to provide latest
research material for the readers.
6. Help refine, refocus or even change the topic
Why is a literature review necessary? The literature review performs a number of
important functions:
1. It demonstrates to a Ph.D committee that the student has read a large amount of
statistical literature to prove that the student is aware of the wide range of research
in theory and methodology related to the proposed research topic.
2. It provides proof to a Ph.D committee that the student has a deep understanding
of the published statistical research related to the topic of the dissertation.
3. It should convince the Ph.D committee that the student can communicate this
understanding of the statistical literature and its relationship to the proposed
research.
4. It should support the originality and relevance for the Ph.D research problem.
i. This is done by identifying specific gaps in the statistical literature. That is,
the student identifies statistical questions that have not been answered and
problems that have not been solved.
ii. By identifying gaps in the statistical literature, the student can justify the
originality of the proposed dissertation research. The originality can be an
extension of research that has been published or a modification of existing
methodology or theory that can be used to perform the Ph.D research.
5. In the proposal the student emphasizes or stresses the originality of the
dissertation. Without a good literature review, the student cannot convince the
committee that that the proposed research is original.
6. A dissertation may be unacceptable because the Ph.D student does not clearly
show that the research problem is original due to a poor literature review.
7. Remember: the Literature Review is more than a summary of publications. It
provides evidence that your research will be an original and relevant contribution
to statistics.

SURVEY OF LITERATURE
 After defining a problem, the researcher has to do a literature survey connected with the
problem. Literature survey is a collection of research publications, books and other documents
related to the defined problem. It is very essential to know whether the defined problem has
already been solved, the status of the problem, techniques that are useful to investigate the
problem and other related details. One can survey
1. The journals which publish abstracts of papers published in various journals,
2. Review articles related to the topic chosen,
3. Journals which publish research articles,
4. Advanced level books on the chosen topic,
5. Proceedings of conferences, workshops, etc.,
6. reprint/preprint collections available with the supervisor and nearby experts
working on the topic chosen and
7. Internet.
[A free e-print service provider for physics, mathematics, nonlinear science, computer
science and biology is http://www.arXiv.org]
Other sources are the Education Index and the Educational Resources information centers
(ERIC). Computer-assisted searchers of literature have become very common today. They have
the advantage of comprehensiveness and speed. They are also very cost-effective in terms of
time and effort although access to some of the databases requires payment. Irrespective of the
sources of the literature, ethics of research require that the source is acknowledged through a clear
system of referencing.

PRIMARY AND SECONDARY SOURCES

For some research projects you may be required to use primary sources. How can you
identify these?
Primary sources are the surviving original records of a period, eyewitness accounts and first-
published documentation of new information.

Primary Sources
1. A primary source provides direct or firsthand evidence about an event, object,
person, or work of art.
 2. Primary sources include historical and legal documents, eyewitness accounts, and
results of experiments, statistical data, pieces of creative writing, audio and video
recordings, speeches, and art objects.
3. Interviews, surveys, fieldwork, and Internet communications via email, blogs,
listservs, and newsgroups are also primary sources.
4. In the natural and social sciences, primary sources are often empirical studies—
research where an experiment was performed or a direct observation was made.
5. The results of empirical studies are typically found in scholarly articles or papers
delivered at conferences.

Secondary Sources
1. A secondary source is second-hand information.
2. Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate,
summarize, and process primary sources.
3. Secondary source materials can be articles in newspapers or popular magazines,
book or movie reviews, Web pages or articles found in scholarly journals that
discuss or evaluate someone else's original research.

WEB AS A SOURCE - SEARCHING THE WEB

From past one decade or so the internet became an important source of knowledge and an
effective medium for research. For researchers, it is providing a range of new opportunities for
collecting information, networking, conducting research, collecting data and disseminating
research results.
Electronic mail, e-journal, on-line submission of articles to journals, online focus groups,
online video conferencing and online questionary are some of the latest tools opened- up by the
internet. We note that thousands of books and other print publications have been made available
online. Otherwise, that would be extremely difficult to locate, including out- of- print books,
classic literature and textbooks.
Some of the scientific research information available on the internet is:
❖ Details about various scientific and nonscientific topics.
 ❖ Titles and other relevant information of article published in various journals,
possibly, from past one decade or so (full article will not be available).
❖ Preprint of papers submitted by researchers in certain websites.
❖ Information about scientific meetings to be held.
❖ Contact details for other researchers.
❖ Databases of reference material.
❖ Places where one can discuss topics and ask for help.
In general, academic research that has been commercially published is not freely
available on the internet.
Some of the features of conducting research through internet are:
Short time for collecting and recording data.
Data unknown to us can be identified and downloaded.
The possibility of conducting interviews and focus groups by e-mail, which
results in enormous saving in costs and time.
New communities to act as the object of social scientific enquiry.
While the internet contains a virtually-unlimited wealth of information not found in
traditional resources, this abundance also may hinder academic research. The following are some
of the new challenges for the researcher:
⮚ Problems of sampling.
⮚ Reliability and accuracy of the obtained data information.
⮚ The ethics of conducting research into online communities.
⮚ Physical access and skills required to use the technologies involved.
⮚ The changed chronology of interaction resulting from asynchronous
communication.
For websites and authors which have little popularity, one must consider the credentials
of the source–if those are available and valid. Even though a website may be written in a
professional or academic manner, the lack of central body to determine its credibility may be a
prohibitive factor for serious research.
The main survey site is
http://survey2000.nationalgeographic.com/
Some of the potential advantages of online questionnaire are:

• Low-cost delivery and return.

• Wide potential coverage.
 • Ease of completion.

• Submission and data capture.

• Appropriateness to particular populations.

• High respondent acceptance for some groups.

Potential difficulties include:
o The paucity of methodological literature.
o Appropriateness to research aims.
o Target population.
o Technical difficulties.
o Sampling and response rates.

IDENTIFYING A GAP IN THE LITERATURE

Once we have found a promising research area of interest, we must identify research questions
that are not only unresolved but whose exploration can meaningfully contribute to existing theory
and/or practice.
In this section, it helps to
i. Learn to identify such promising research questions by avoiding common
beginner's mistakes.
ii. Understanding how to identify a "gap" in the scholarly literature. and
iii. Making sure it is worthwhile to try to fill the gap.

What is a gap in the literature?

A gap in the literature is a research question relevant to a given domain that has not
been answered adequately or at all in existing peer-reviewed scholarship.
A gap in the literature may emerge if…..
1. The question has not been addressed in a given domain, although it may have
been answered in a similar or related area.
2. The question has never been asked before, but it now merits exploration due to
changes in accepted theory, data collection technology, or culture.
3. The question has been asked and tested in peer-reviewed research, but the methods
were either of questionable validity or had necessitated limited applicability of
results. Alternatively, a replication study could be run to verify a published
study's results if appropriate.
 Why does it matter?
Even if a legitimate gap in the literature exists, it does not necessarily mean that the research
question(s) merits pursuit. To justify to yourself and others the investment of time and energy
into designing and conducting research, you must ensure the research will likely have valuable
practical and/or theoretical implications.
1. Practical implications: Answering the research question could improve existing
practice and/or inform professional decision-making.
2. Theoretical implications: Answering the research question could revise, build
upon, or create theory informing research design and practice.

DEVELOPMENT OF WORKING HYPOTHESES

Researchers do not carry out work without any aim or expectation. Research is not of
doing something and presenting what is done. Every research problem is undertaken aiming at
certain outcomes. That is, before starting actual work such as performing an experiment or
theoretical calculation or numerical analysis, we expect certain outcomes from the study. The
expectations form the hypothesis.
1. After extensive literature survey, researcher should state in clear terms the
working hypothesis or hypotheses. It is the focal point for research
2. The development of working hypothesis plays an important role.
3. Hypothesis should be very specific and limited to the piece of research in hand
because it has to be tested. The role of the hypothesis is to guide the researcher by
delimiting the area of research and to keep him on the right track. It sharpens his
thinking and focuses attention on the more important facets of the problem.
The development of working hypotheses can be developed by using the following approach:
a. Discussions with colleagues and experts about the problem, its origin and the
objectives in seeking a solution;
b. Examination of data and records, if available, concerning the problem for possible
trends, peculiarities and other clues;
c. Review of similar studies in the area or of the studies on similar problems; and
d. Exploratory personal investigation which involves original field interviews on a
limited scale with interested parties and individuals with a view to secure greater
insight into the practical aspects of the problem.
What are the criteria of a good hypothesis?
1. A hypothesis should have conceptual clarity and a theoretical orientation.
2. It can be tested by investigation.
3. A hypothesis made initially may become incorrect when the data obtained are
analyzed. In this case it has to be revised. It is important to state the hypothesis of
a research problem in a research report.
4. We note that if a hypothesis withstands the experiments and provide the required
facts to make it acceptable, not only to the researchers performing the experiments
but to others doing other experiments then when sufficiently reinforced by
continual verification the hypothesis may become a theory.
.
QUESTIONS-I SET
1. Define the term ‘Review of literature’, how is it different from traditional meaning?
Enumerate the objectives and significance of review of literature.
2. Explain the need and functions of review of literature.
3. Describe the role of review of literature in historical research and survey,
experimental type of research in education.
4. Enumerate the sources of review of literature and suggestions, for the use of library
for this purpose.
5. Describe principles and procedures of review of literature and precautions in
consulting library material.

QUESTIONS-II SET
1. Describe fully the techniques of defining a research problem.
2. What is research problem? Define the main issues which should receive the attention of
the researcher in formulating the research problem. Give suitable examples to elucidate
your points.
3. How do you define a research problem? Give three examples to illustrate your
answer.
4. What is the necessity of defining a research problem? Explain.
5. Write short notes on:
(a) Experience survey;
(b) Pilot survey;
 (c) Components of a research problem;
(d) Rephrasing the research problem.
6. “The task of defining the research problem often follows a sequential pattern”. Explain.
7. “Knowing what data are available often serves to narrow down the problem itself as well
as the technique that might be used.” Explain the underlying idea in this statement in
the context of defining a research problem.
8. Write a comprehensive note on the “Task of defining a research problem”.

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