Problem Formulation and Objective Determination
Problem Formulation and Objective Determination
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CHAPTER – 2
PROBLEM FORMULATION
AND OBJECTIVE DETERMINATION
Topics Covered
2.1 Concept of Research Problem
2.2 Needs to Formulate Research Problem
2.3 Criteria in the Selection of Research Problem
2.4 Sources of Research Problem
2.5 Stages in the Selection of Research Problem
2.6 Formulation of Problem Statement
2.7 Writing of A Research Question
2.8 Identification of Research Objectives
2.9 Operational Definition of Research Problem
2.10 Assumptions about the Problem
Chapter - 2 Problem Formulation and Objective Determination Page 25
Although selecting a research problem is one of the most difficult step 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.
It should…
1. Ask about a relationship between two or more variables.
2. Be stated clearly and unambiguously, usually in question form.
3. Be possible to collect data or answer the questions asked.
4. Not represent a moral or ethical position.
Creating a research question is a task. Good research questions are formed and worked on, and are
rarely simply found. You start with what interests you, and you refine it until it is workable. Good
research questions are-
Relevant: Arising from issues raised in literature and/or practice, the question will be of academic
and intellectual interest.
Manageable: You must be able to access your sources of data (be they documents or people), and to
give a full and nuanced answer to your question.
Substantial and original: The question should showcase your imaginative abilities, however far it may
be couched in existing literature.
Fit for assessment: Remember, you must satisfy the learning outcomes of your course. Your question
must be open to assessment, as well as interesting.
Clear and simple: A clear and simple research question will become more complex as your research
progresses. Start with an uncluttered question then unpeel the layers in your reading and writing.
Interesting: Make your question interesting, but try to avoid questions which are convenient or
flashy.
Do not confuse a research problem with a research topic. A topic is something to read and obtain
information about whereas a problem is something to solve or framed as a question that must be
answered. A good research question helps to- guide the research process; construct a logical
argument; write a literature review; plan thesis chapters; and devise efficient search strategies.
A well defined research question has six properties-
a. Identifies the theoretical construct you want to learn more about;
b. Assists you to code literature according to a logical structure;
c. Transcends the data used to conduct the research;
d. Draws attention to the significance of the research;
e. Has the capacity to surprise the researcher as they research; and
f. Encourages a complex answer (i.e. not a ‘yes’ or ‘no’ response).
A research question is not the same as a thesis title, research problem, hypothesis or research
focus, although they are interrelated and support one another.
A research question summarizes the significant issue your research will investigate.
The title consists of the topic and outcome of a research project.
The research problem explains the knowledge gap your research will address.
A hypothesis is a predicted answer to the research question that can be tested and is based on
prior research.
A research focus specifies the scope or domain of inquiry.
the need for defining a research problem. The problem to be investigated must be defined
unambiguously for that will help to discriminate relevant data from the irrelevant ones. A proper
definition of research problem will enable the researcher to be on the track whereas an ill-defined
problem may create hurdles. The formulation of a research problem is like the identification of a
destination before undertaking a journey. As in the absence of a destination, it is impossible to
identify the shortest – or indeed any – route, in the absence of a clear research problem, a clear and
economical plan is impossible. A research problem serves as the foundation of a research study; if it is
well formulated, you can expect a good study to follow. According to Kerlinger (1986), “If one wants
to solve a problem, one must generally know what the problem is. It can be said that a large part of
the problem lies in knowing what one is trying to do”.
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. The formulation of a problem is like the ‘input’
into a study, and the ‘output’ – the quality of the contents of the research report and the validity of
the associations or causation established – is entirely dependent upon it. Hence the famuous saying
about computers – ‘garbage in, garbage out’ – is equally applicable to a research problem.
Interest, intellectual curiosity and drive: One of the personal motives of research most frequently
mentioned by scientists themselves is pure curiosity, accompanied by genuine interest and a drive
satisfaction and enjoyment.
Availability of data and method: The data under consideration must meet certain standards of
accuracy, objectivity and verifiability.
Special equipment and working conditions: The major purpose of equipment is to define the process
of observation-to provide control of conditions and accuracy or permanence of recording.
Sponsorship and administrative cooperation: It is a common practice for the thesis to be sponsored
by a faculty adviser in whose area of specialization the problem lies.
Costs and returns: The researcher must consider carefully his/her own financial resources in the
light of such facilities and assistance as can be provided by the institution/ organization.
Time factor: As a general rule the minimum amount of graduate work for the Master’s degree is one
year, and for the Doctor’s degree three years. Historical, experimental case and longitudinal genetic
studies frequently require more time than the several types of normative survey work.
Hildreth Hoke McAshan has proposed an objective guide for judging the merits of a problem. The
following questions may be raised for this purpose -
1. Is the problem really important?
2. Is the problem interesting to others?
3. Is the chosen problem a real problem?
4. Does the problem display originality and creativeness?
5. Am I really concerned with finding the solution?
6. Am I able to state hypotheses from the problem in a testable form?
7. Will I learn something new from this problem?
8. Do I understand the relationship of this specific problem to the broader problem area?
9. Will be able to select a sample from which I can generalize to some population?
10. Will some other intelligent person be able to replicate the study?
11. Will my proposed data-gathering instruments actually give the information which I want?
12. Is the study, including the application of its results, practical?
13. The number of affirmative answers should be required for a suitable problem.
Interdisciplinary Perspectives: Identifying a problem that forms the basis for a research study can
come from academic movements and scholarship originating in disciplines outside of your primary
area of study. A review of pertinent literature should include examining research from related
disciplines, which can expose you to new avenues of exploration and analysis. An interdisciplinary
approach to selecting a research problem offers an opportunity to construct a more comprehensive
understanding of a very complex issue than any single discipline might provide.
Interviewing Practitioners: The identification of research problems about particular topics can arise
from formal or informal discussions with practitioners who provide insight into new directions for
future research and how to make research findings increasingly relevant to practice. Discussions
with experts in the field, such as, teachers, social workers, health care providers, etc., offers the
chance to identify practical, ‘real word’ problems that may be understudied or ignored within
academic circles. This approach also provides some practical knowledge which may help in the
process of designing and conducting your study.
Personal Experience: Your everyday experiences can give rise to worthwhile problems for
investigation. Think critically about your own experiences and/or frustrations with an issue facing
society, your community, or in your neighborhood. This can be derived, for example, from deliberate
observations of certain relationships for which there is no clear explanation or witnessing an event
that appears harmful to a person or group or that is out of the ordinary.
Relevant Literature: The selection of a research problem can often be derived from an extensive
and thorough review of pertinent research associated with your overall area of interest. This may
reveal where gaps remain in our understanding of a topic. Research may be conducted to - (a) fill
such gaps in knowledge; (b) evaluate if the methodologies employed in prior studies can be adapted
to solve other problems; or, (c) determine if a similar study could be conducted in a different
subject area or applied to different study sample [i.e., different groups of people]. Also, authors
frequently conclude their studies by noting implications for further research; this can also be a
valuable source of problems to investigate.
The selection of a suitable problem is not an easy task. It is a serious responsibility to commit
oneself to a problem that will inevitably require much time and energy and which is so academically
significant. The following are the other sources to which one may proceed for a suitable research
problem -
Personal experiences of the investigator in the field of education are the main source for
identifying suitable problem. Many of the problems confronted in the classroom or the
community lend themselves to investigation and they are perhaps more appropriate for the
beginning researcher than are problems more remote from his/her own teaching experiences.
The other source of problem which is most frequently used by the investigator as suggested by
the supervisors; is the extensive study of available literature-research abstracts, journals,
hand-books of research international abstracts etc. S/he can draw an analogy for selecting a
research problem or can think parallel problem in the field studied.
In the choice of a suitable problem, the researcher has to decide his/her field of investigation.
S/he should study the field intensively in the specific area; this may enable him/her to identify
a problem from the specific field.
The new innovations, technological changes and curricular developments are constantly bringing
new problems and new-opportunities for Research.
The most practical source of problem is to consult supervisor, experts of the field and most
experienced person of the field. They may suggest most significant problem of the area. S/he
can discuss certain issues of the area to emerge a problem.
It is a general practice that researchers suggest some problems in their research reports. The
researcher can pick up a suitable problem for his/her own study.
(e) Sponsorship – A research problem can be sponsored by an agency, specially when the scale is
large.
(f) Working Conditions – Environmental conditions also include in external factors. The working
conditions must be secured and helpful.
Internal Factors: In case of internal factors, the necessary consideration has to be done with
respect to –
(a) Interest – Researcher must have interest in such particular research field, where s/he
researches.
(b) Intellectual Curiosity – Who knows well and have curiosity, have done researcher.
(c) Training – Researcher must be trained about research work. Have vast knowledge about
sampling.
(d) Temperament and Personal Characteristics – To collect information from samples, the
researchers have some quality to convince the subjects.
Some other internal factors are – ▪Costs Involved ▪Risks ▪Timings, and ▪Motivation, etc.
After the title of the problem has been phrased, the next important step is to produce an adequate
explanation or the statement of the problem. Errors in the phrasing of the research topic can be
avoided by providing focus to the problem. This can be done by –
Naming the broad area or field of study instead of a specific problem for investigation.
Localizing a problem to such an extent that it may prove a ‘pin point’ problem.
For providing adequate clarity to the problem, it is essential to break the problem into its
component parts so that human mind can deal with it.
3. Interpretation or Analysis of the Problem: The introductory explanation of the problem is
usually followed by a detailed definition and development of back-ground concerning sub-problems,
scope, the review of the related literature, sources of data, explanation of terminology used and
assumptions etc. To analyze the problem in its proper perspective would be to ask five simple
questions to ourselves to ensure its feasibility.
A. What Do You Want to Know? These are questions to be answered by the investigation or study.
These are questions which will guide in asking questions in developing questionnaire or other devices.
They also guide in the methods of analysis and in presentations.
B. Where and How Will You Get the Information? This has two parts - where to get the information
and how to get it. Where means from whom or from what other source, viz. farmers, students, home
makers or house-wives. Another question with where, is about sampling or census enumeration.
Sources are also to be identified here such as records, reports and other available documents. How
includes mailing questionnaire or observing phenomenon, interviewing, tests, scaling and case studies
etc.
C. Who Will Collect the Information? The next step is to decide whether a researcher or a group of
other persons will collect the information. What training will be necessary if you require others to
collect the information?
D. How Will the Information be Analyzed? It is going back again to first step- the information you
wanted. The responses obtained on the record forms are organized and summarized to answer the
questions formulated in step one.
E. What Does It Mean? What are the applications of the results to the work you are doing and to
your profession. In what way these results can make your work better. After knowing the results,
what changes should one make in the way of doing work.
When the title of the problem is specific and has been identified on the basis of the criteria laid
down earlier, it becomes easier for the researcher to choose appropriate concepts, constructs and
variables and develop tentative relationships amongst them. It has been emphasized that the
selection of the problem actually determines not only the strategy to be followed, but it also
provide insight and methodology for the collection of data, and formulation of design of research as
well as its format of presentation etc. In this way, even though it may take slightly longer period of
time to determine the area of the problem and the identification of the same, it is a valuable input
in terms of the outcome of any research proposal.
4. Define the Variable Relationships: During the problem formulation stage, you will want to
generate and consider as many courses of action and variable relationships as possible.
Such a process involves-
Determining which variables affect the solution to the problem.
Determining the degree to which each variable can be controlled.
Determining the functional relationships between the variables and which variables are
critical to the solution of the problem.
5. Consequences of Alternative Courses of Action:There are always consequences to any course of
action. Anticipating and communicating the possible outcomes of various courses of action is a
primary responsibility in the research process.
General Objectives: The general objective of a study states what is expected to be achieved by the
study in general terms. For example, in a study on anemia in pregnancy, the general objective can be
stated as: To study the changes in the haemoglobin level with increase in duration of pregnancy.
Specific Objectives: After rightly stated the general objectives, it is advisable to break it down
into several smaller, logically connected parts. These are normally referred to as specific
objectives. Specific objectives should systematically address the various aspects of the problems
and the key factors that are assumed to influence or cause the problems. If formulated properly,
specific objectives will facilitate the development of the research methodology and will help the
researcher to orient the collection, analysis, interpretation and utilization of data. Thus in the
anemia survey, just cited above, the specific objectives could be –
To…
Determine through history, the duration of pregnancy parity and the last birth interval of
pregnant women in the study.
Assess hemoglobin level of the pregnant women using Sahli’s method.
Determine the changes in hemoglobin level with the duration of pregnancy, controlling for birth
and parity.
Immediate Objectives: In addition to general objective and specific objectives, a few studies,
particularly evaluative studies attempt to specify immediate objective. Immediate objective serves
to indicate the focus of the proposed research in behavioral terms. The objective should specify
the following points –
Who will conduct the study?
When and where the study will be conducted?
What are the key variables to be included?
The following example seeks to answer the above questions and thus illustrate what immediate
objectives are –
(Who) The Bangladesh Bureau of Statistics will conduct a child nutrition survey (When) in the year
2015 among 5000 children from (Where) rural and urban areas of Bangladesh to assess the
nutritional status of the children and to identify the relationship of such common factors (Key
variables) as household food security, health parameters (such as diarrhoea, measles, severe cough
etc.) and child-care practices.
Ultimate Objective: Most applied research studies have a statement of ultimate objective that
focuses on how the results will be used to motivate the program managers and policymakers for
implementing and executing the recommendations followed from the survey results. In the anemia
survey, the ultimate objective may be stated as – ‘It is expected that findings of the study will help
in enhancing understanding of the effect of pregnancy on hemoglobin level of mothers and thereby
guide the physicians in correct iron therapy for pregnant women during different gestational
period’.
1. Establishes the rules and procedures the researcher uses to measure the variable.
2. Provides unambiguous and consistent meaning to terms that otherwise can be interpreted in
different ways.
3. Makes the collection of data as well as the analysis more focused and efficient.
4. Guides what type of data and information we are looking for.
By operationally defining the variable, a researcher is able to communicate a common methodology to
another researcher. Operational definitions lay down the ground rules and procedures that the
investigator will use to observe and record a behavior and write down facts without bias. The sole
purpose of defining the variables operationally is to keep them unambiguous thereby reducing
errors.
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