Module 2 The Research Problem

Overview

Selecting a problem is one of the, if not the most, difficult part of the research process among
researchers. Looking for something to be investigated upon is quite a challenging task. In this module, we
will look into the research problem and how we can spot one which can be the focus of your work as graduate
students.

Learning Outcomes

After learning the module, you are expected to:

1. determine the characteristics of a good research problem;

2. identify sources of a problem;
3. explore on pointers on how to look for research problems;
4. relate problems to variables; and
5. present at least three problematic areas and the corresponding variables.

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Lesson 2.1 CHARACTERISTICS OF A GOOD RESEARCH PROBLEM

A research problem is (1) any significant, perplexing and challenging situation, real or artificial, the
solution of which requires reflective thinking, (2) a perplexing situation after it has been translated into a
question or a series of questions that help determine the direction of subsequent inquiry. According to
Kerlinger (1973), a problem is a statement that asks: “what relation exists between two or more variables?”
Kerlinger says that a scientific problem always states a relation between variables.

The following situations may manifest a problem (Zulueta & Costales, 2005):

1. when there is an absence of information resulting as a gap in our knowledge

2. when there are contradictory results
3. when the solution can be answered by using statistical methods and techniques
4. when there are probable solutions, but they have not yet been tested
5. when the occurrence of phenomena requires scientific investigation to arrive at precise solutions.

Calmorin & Calmorin (2007) identified five factors to consider to determine whether that a problem is
researchable or not, to wit:
1. the problem is existing in the locality or country but no known solution to the problem
2. the solution can be answered by using statistical methods and techniques
3. there are probable solutions but they are not yet tested
4. the occurrence of phenomena requires scientific investigation to arrive at precise solution
5. serious needs/problems of the people where it demands research

Generally speaking, whether a research problem is historical, descriptive, experimental, or case study,
the characteristics of a research problem has the acronym SMART. This means that a research problem
should be Specific, Measurable, Achievable, Realistic, and Time-bound.

A good research problem has the following specific criteria (Calmorin & Calmorin, 2007):
1. Interesting
2. Innovative
3. Cost-effective
4. Relevant to the needs and problems of the people
5. Relevant to government’s thrusts
6. Measurable and time-bound

Modules in Methods of Research 11 Dr. Ronato S. Ballado

 According to Kerlinger, a good research problem
1. should express a relation between two or more variables
2. states the problem in question form because it is easiest understood that way
3. should be such as to imply possibilities for empirical testing.

There are certain elements that a problem must possess before it becomes a research problem ready
for investigation, to wit:

1. Aim, objectives, targets, or purposes of the problem for investigation – answers the questions
“why?”, “why is there an investigation, inquiry or study?”
2. The subject matter or topic to be investigated – answers the questions “what?”, “what is to be
investigated or studied?”
3. The place or locale where the research is to be conducted – answers the questions “where?”,
“where is to be investigated?”
4. The period or time of the study during which the data are to be gathered – answers the questions
“when?”, “when is the study to be carried out/”
5. Population or universe from whom the data are to be collected – answers the questions “who?” or
“from whom/”, “who are the respondents?”

Lesson 2.2 SOURCES OF A RESEARCH PROBLEM

1. Actual problems encountered

2. Technological changes and curricular development
3. Specialization of the researcher
4. Graduate academic experience
5. Current and past researches
6. Consultation
7. Analysis of an area of knowledge
8. Recommendations from theses, dissertations, and research journals
9. Consideration of existing practices and needs
10. Original and creative ideas of the researcher based on the problems met in the locality and the country
11. Repetition or extension of investigation
12. Offshoots of studies underway
13. Institutional research thrusts

Cohen, et al. ( ) offered a list of ideas that could motivate a researcher in coming up with a research
problem or research topic:

1. a practical concern (e.g. ‘why do females have higher scores than males in international tests of
reading at age 14?’)
2. a literature review. A literature search (including specialist literature in the field, primary and secondary
sources) helps the researcher to understand the existing field and the real-world implications of the
research;
3. the identification of a gap in the literature or field of study (gap filling);
4. the identification of where the research can build on existing literature;
5. a theoretical concern, enabling theories to be generated and tested (e.g. ‘how significant is
performance-related pay in motivating senior managers of schools?’, in which the ‘theory’ to be tested
is that performance-related pay is a necessary but not sufficient motivator of senior staff (Pink, 2011));
6. policy concerns (e.g. ‘how effective is such-and-such in attracting females to take STEM subjects?’);
7. concerns in the media and blogs (including the Internet);
8. society, empirical data;
9. personal experience, interest or observation;
10. colleagues and contacts;

Modules in Methods of Research 12 Dr. Ronato S. Ballado

 11. experts and practitioners in the field;
12. conferences and conventions;
13. faculty seminars, research groups, discussion groups and workshops;
14. students;
15. societies, associations, research bodies and special interest groups;
16. spotting where areas are neglected, for example, overlooked/under-researched;
17. existing studies and influential theories;
18. challenge to, or problematization of, an assumption, agenda or existing theory;
19. a novel idea which challenges existing ideas or practices;
20. funding bodies and/or project directors;
21. spotting where applications may lie;
22. spotting where confusions need to be clarified;
23. spotting where new methodologies and research methods might be applied;
24. other starting points – the list is endless.

Lesson 2.3 POINTERS IN SELECTING A PROBLEM

Kothari (2004) offered the following points that may be observed by a researcher in selecting a research
problem or a subject for research:

1. Subject which is overdone should not be normally chosen, for it will be a difficult task to throw any
new light in such a case.

2. Controversial subject should not become the choice of an average researcher.

3. Too narrow or too vague problems should be avoided.

4. The subject selected for research should be familiar and feasible so that the related research material
or sources of research are within one’s reach.

5. The importance of the subject, the qualifications and the training of a researcher, the costs involved,
the time factor are few other criteria that must 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:
a. Whether he is well equipped in terms of his background to carry out the research?
b. Whether the study falls within the budget he can afford?
c. Whether the necessary cooperation can be obtained from those who must participate in research
as subjects? If the answers to all these questions are in the affirmative, one may become sure so
far as the practicability of the study is concerned.

6. The selection of a problem must be preceded by a preliminary study. This may not be necessary
when the problem requires the conduct of a research closely similar to one that has already been
done. But when the field of inquiry is relatively new and does not have available a set of well-
developed techniques, a brief feasibility study must always be undertaken. If the subject for research
is selected properly by observing the above-mentioned points, the research will not be a boring
drudgery, rather it will be love’s labor. In fact, zest for work is a must. The subject or the problem
selected must involve the researcher and must have an upper most place in his mind so that he may
undertake all pains needed for the study.

Modules in Methods of Research 13 Dr. Ronato S. Ballado

Lesson 2.5 THE VARIABLES

A variable is a quantity or a characteristic that has two or more mutually exclusive values or properties
of objects or people that can be classified, measured or labeled in different ways. Variables have the following
characteristics:
1. It is an observable characteristic of a person or objects being studied.
2. It is capable of assuming several values representing a certain category.
3. There are raw data or figures gathered by a researcher for statistical purposes.
4. They are values that may arise from counting and or from measurement.
5. They are the predicted values of one variable on the basis of another.

Variables are of different types:

1. Discrete variables. Variables which can take on only a finite or potentially countable set of values.
Examples are 453 students or 28 school heads.
2. Continuous variable. Variables which can take on an infinite set of values between any two levels of
the variables. They are the result of measurement. Examples are measurement of heights and
weights, and psychological variables.
3. Independent variable. The stimulus variable which is chosen by the researcher to determine its
relationship to an observed phenomenon. This is called the cause, object and variate of the
investigation. This may be an observed event, factor that is expected to affect another variable.
4. Dependent variable. This is the response variable which is observed and measured to determine the
effect of the independent variable. Sometime called effect, results, or criterion, it is the observed
event, factor that is expected to be affected by the independent variable.
5. Moderator variable. This is secondary or special type of independent variable chosen by the
researcher to ascertain if it alters or modifies the relationship between the independent and dependent
variable.
6. Control variable. This is a variable controlled by the researcher in which the effects can be neutralized
by eliminating or removing the variable.
7. Intervening variable. This is a variable which interferes with the independent and dependent variables,
but its effect can either strengthen or weaken the independent and dependent variables.

There are four levels of measurement of variables.

1. Nominal measurement. Variables are measured into different categories like sex, marital status,
religion, or educational attainment.
2. Ordinal measurement. Is the amount of a variable placed in the order of magnitude along a dimension.
Examples are hardness of materials, intelligence, or responses to a certain issue.
3. Interval measurement. Is the amount of variable ordered along a dimension and the differences
between the assigned numbers represent equal amounts in the magnitude of the variable measured.
The classic example of an interval scale are the Fahrenheit and Celsius scales in measuring
temperature.
4. Ratio measurement. It is the amount of a variable along a dimension where the differences between
the assigned numbers represent equal amount in the magnitude of the variable measured.

Modules in Methods of Research 14 Dr. Ronato S. Ballado

 Concept Using the concepts you learned from this module, present three
problematic areas where your research proposal for this subject could
Check revolve in. (Note: It may not be a complete title; only a problematic area
or research topic).

In a matrix like the one below, identify the variables that could be explored
or studied under each problematic area.

Research Topic/Problem Variables

1. 1.
2.
3.
etc.
2, 1.
2.
3.
etc.
3. 1.
2.
3.
ctc.

SUMMARY

In this module, the research problem was explored. The characteristics of a good research problem
were identified and the different sources were laid out. Some pointers on how to spot a good problem was
highlighted in the third lesson. A discussion of variables were given to relate the problem with the variables
which we will work on in our future research proposal.

REFERENCES

Calmorin, L. & Calmorin, M. (2007) Research Methods and Thesis Writing. Rex Bookstore, Inc.
Cohen, L., Manion, L., & Morisson, K. (2018) Research Methods in Education. New York: Routledge
Crano, W., et al. (2015) Principles and Methods of Social Research, 3rd ed. New York: Routledge
Kothari, C.R. (2004) Research Methodology (Methods and Techniques). India: New Age International
Publishers
Librero, F, et al. DevC204 (Modules in Communication Research and Evaluation). University of the
Philippines – Open University
Zulueta, F.M. & Costales, N.E.B. (2005) Methods of Research, Thesis Writing and Applied Statistics.
Mandaluyong City: National Bookstore, Inc.

Modules in Methods of Research 15 Dr. Ronato S. Ballado