RESEARCH PROBLEM, OBJECTIVES AND

OTHER CONCEPTS

ARIANE NEL G. SEDANO

HELEN ROSE T. ORAA
REPORTERS
 Sub-topics
The Research Problem Meaning and Form
Characteristics of Research Problems
Sources of Research Problems Types
Good Research Problem Characteristics of Good Hypotheses
Justifying the Research Problem
The Research Objectives Uses
Meaning Assumptions
Major Classifications
Good Research Objectives Scope and Limitations
How Are Research Objectives Stated Definition of Terms
Theory
The Research Paradigm Types and Functions
The Hypothesis The Variables
Meaning
Types
Relationship Between Variables
Operational Definitions and Indicators
Significance of the Study
 The Research Problem

Without a problem no research can be undertaken

The problem is the heart of every research project because it is
paramount in importance to the success of the research effort, thus the
situation is simple: no problem, no research. Leedy (1980)
The formulation of a problem is often more essential than its solution.
Selltiz (1959)
 Characteristics of a Researchable Problems

1. When there is no known answer or solution to the problem such that a

gap in knowledge exists;
2. When there are possible solutions to it but the effectiveness of which is
untested or unknown yet;
3. When there are answers or solutions the possible result of which may
seem or factually contradictory
4. When there are several possible and plausible explanations for the
undesirable condition;
5. When the existence of a phenomenon requires explanation.
Problem is researchable when it meets three conditions:

1. The concepts must be clear enough so that one can specify in words
exactly what the question is.
2. The concepts must be such that they can be represented by some sort of
evidence which is obtainable through direct observation or other less
direct activities.
3. It must be feasible to carry out such operations or activities.

(Selltiz and others, 1976)

 Sources of Research Problems

Personal Experience
Common Sense
Theories
Past Researches
Journals, books, theses, and dissertation, and the mass media
Technological changes
Friends, colleagues, professors, consultants
Conferences, symposia, dialogues, or even ordinary meetings.
 Good Research Problem

1. A research problem should be of great interest to the researcher.

2. A research problem should be relevant and useful to a specific group of people.
3. A research problem is good when it is novel in that it possesses the element of
newness or freshness.
4. A good research problem should be well-defined or specified.
5. A good research problem should be measurable.
6. A good research problem is time-bound.
7. A research problem is good if it does not cause ethical or moral violations.
8. A research problem is good if the study of it will contribute to the refinement of
certain important concepts, creation or improvement of research instruments and
analytical systems, and will permit generalizations.
9. A research problem is good if it is manageable.
 Defining the Research Problem

How does one go about defining his research problem?

The researcher should see to it that the major concepts or terms included in the study
are clearly defined.
Limit the scope of the study in terms of:
Issues or concerns
Area coverage
Subjects or respondents
Time allotment
Data requirement qualitative or quantitative or both
Example: p. 21
 Justifying the Research Problem

To come up with persuasive arguments on the value of studying the problem the following guide
questions will be helpful.
1. Is the problem a current and timely one?
2. Is it pervasive or widespread?
3. Does it affect a special group of people such as mothers, children,
farmers, fishers, drivers, domestic helpers, construction workers, etc.?
4. Does it relate to ongoing programs such as land reform, family planning,
tuberculosis control program, child immunization, skill training, etc.?
5. Does it relate to broad social, economic, and health issues, such as
unemployment, malnutrition, immigration, graft and corruption,
aggression, etc?
6. Who else is concerned about the problems top government officials, medical doctors,
school administrators, or other professionals?
7. What are its direct and indirect, short-and-long-range impact on the welfare of a group of
people or the society as a while?
 Research Objectives

Meaning
Defined as an effect that is desired or expected to be achieved by an activity,
project or program (Blumenfeld, 1985)
Research objectives then refers to the statements of purpose for which the
investigation is to be conducted.
They describe the aims or goals which are expected to be attained at the end
of the research process.
They are stated right after the discussion of the research problem on which
they are based and from which they logically follow.
This relationship between the research problem and objectives should be
borne in mind because, as was mentioned earlier, the research problem is the
initiating reason for the study, therefore, the research objectives should be
anchored or based on it.
 Major Classifications

General Objective is a broad statement of purpose which uses

abstract and non-measurable concepts.
Specific Objective a statement of purpose which uses well-defined and
measurable concepts the formulation of which should be based on
logically flow from the general objective.
Example: p. 24
 Good Research Objectives

Characteristics:
1. they should be stated in simple language;
2. they are measurable concepts;
3. they are attaineable;
4. they are result-oriented; and
5. they are time-bound.
 How are Research Objectives Stated

Research objectives should be stated clearly

The statement of research objectives may be in declarative or question
form.
The choice depends mainly on the chosen style of the researcher.
Examples: p. 25
 Theory

A set of concepts and their relation which explains, predicts and

interprets how a particular phenomenon exists and operates.
A symbolic construction designed to bring generalizable facts (or laws)
into systematic connection. Snow (1973)
As a set of related propositions that suggest why events occur in the
manner they do. Marshall (1989)
A set of interrelated constructs (concepts), definitions, and propositions
that presents s systematic view of phenomenon by specifying relations
among variables, with the purpose of explaining and predicting
phenomenon. Kerlinger (1986)
 Two Elements of the Theory can be deduced, namely:

1. A set of units, (facts, concepts, variables) and

2. A system of relationships among the units.
 To determine whether a theory is good or not Mouly (1978) suggests the following criteria:

1. A theoretical system must permit deduction that can be tested

empirically, that is, it must provide the means for its confirmation or
rejection.
2. Theory must be compatible with both observation and previously
validated theories. It must be grounded in empirical data that have
been verified and must rest on postulates and hypotheses.
3. Theories must be stated in simple terms; that theory is best that
explains the most in the simplest way. This is the law of parsimony.
The roles of theory in research are five-fold (Mouly. 1978). These are:

1. It helps to make research more productive in that it organizes a number

of un-assorted facts, laws, concepts, constructs and principles into a
meaningful and manageable form.
2. It can act as a guide to discovering facts.
3. It identifies gaps to be investigated, crucial aspects on which to foucs,
and major questions to be answered.
4. It can simulate research in areas that warrant study.
5. It can help connect studies and facilitated the interpretation of the
larger meaning of research findings.
 Research Paradigm

A perspective or frame of reference for viewing the social world,

consisting of a set of concepts and assumptions (Bailey, 1987)
A useful device in organizing existing data meaningfully in a specific
Also useful in interpreting, criticizing and unifying established scientific
laws, modifying them in the fate of un-anticipated data, guiding the
discovery of new and more powerful generalizations. It provides a
system for achieving creative solutions to problems not met before (de
Jesus and others, 1984).
It helps the research see clearly the variables that should be measured,
and provides a general framework which can guide him in the analysis
of data.
Research Paradigm Three Levels

Theoretical paradigm
Conceptual paradigm
Operational paradigm
 Theoretical Paradigm

Makes use of a theory or theories in explaining why a certain

phenomenon exists and how the various factors which brought about
the phenomenon are interrelated.
It uses abstract concepts, although in some instances it is a combination
of abstract and well-defined concepts, but more of the former.
A researcher may adapt existing theories on which to anchor or base his
particular study.
In cases where no applicable theory exists, the researcher is compelled
to formulate one. This task is facilitated by reviewing literature which
have bearings on the study.
 Conceptual Paradigm

Has the same functions as the theoretical paradigm

Difference lies in the type of concepts which they use
The theoretical paradigm uses abstract concepts, the conceptual
paradigm uses constructs which are specific or well defined concepts.
 Operational Paradigm

The level where the concepts used are not only defined as they used in
the study but are measurable as well.
It is the measurability of concepts that distinguishes the operational
paradigm from the theoretical and conceptual paradigms
The meaning of concepts in the operational paradigm are similar to the
operational definitions of terms.
Three levels of the Research Paradigm (Mercados book, 1977) p. 28
 Hypothesis

A statement about expected relationships between two or more variables

which permit empirical testing (Fisher and others, 1991; Bailey, 1987)
Research or scientific hypothesis refers to a formal affirmative statement
predicting a single research outcome, a tentative explanation of the
relationship between two or more variables - Best and Kahn (1989)
As a tentative explanation of a relationship but they added that it could also
be a supposition that relationship may exist; generates an empirical study
which seeks to confirm or disconfirm it
As a hypothesis as a tentative propositions set forth as possible explanation
for an occurrence of a provisional conjecture to assist in guiding the
investigation of a problem
 As a tentative generalization concerning the relationship between two
or more variable of critical interest in the solution of a problem under
investigation
Described as educated or intelligent because its formulation involves
critical thinking and decision on the basis of well-thought-of objectives,
research paradigm and review of related literature
Number of Hypothesis

Depends on the number of research objectives which are comparative

and relational in nature
At least there is one hypothesis for each objective which says about
relationship between variables or difference between groups in terms of
certain characteristics
Hypotheses should be always stated in a declarative form Kerlinger
(1986)
 Types

Null Hypothesis statement of denial of relationship, difference or an

effect; expressed in the negative form of a statement; popularly used
since, with its uses, errors in rejecting the hypothesis can be easily
avoided
 Alternative Hypothesis states the very opposite of what the null
hypothesis predicts; the research or scientific hypothesis; a formal
affirmative statement predicting a single research outcome, a tentative
explanation of the relationship between two or more variables
 Characteristics of Good Hypothesis (Best and Kahn, 1989)

1. It should be reasonable in that they are offshoots or results of critical though

tentative judgment or explanation of a phenomenon. They have been formulated
with valid basis.
2. It should be stated in such a way that it is testable and found to be probably true or
probably false. With the use of statistical tools, it would be known whether there is
a relationship or difference between two or more variable, or whether a variable has
an influence or effect on another.
3. It should conform with known facts or theories. If a related study disclosed that
Filipinos in general favor democracy over communism, it would be without any
basis to predict that ethnic groups like Ilongos and Cebuanos have favorable attitude
towards communism.
4. It should be stated in the simplest possible terms. Hypotheses which use not easily-
understood terms and complex statements may cloud the issue and may result to
misunderstanding and presentation and analysis of data which are not required nor
relevant to the study.
 Uses

Hypotheses serve the following functions:

1. They provide guide and directions to the research,
2. They indicate the major independent and dependent variables being
considered,
3. They suggest the type of data that must be collected,
4. They also suggest the type of analyses that must be made, and
5. They indicate the type of statistical measures appropriate to various
tests to be conducted.
 Four reasons for the importance of hypotheses as tools of
research (Cohen and Manion, 1980)
1. They organization the effort of the researcher. The relationships expressed in
the hypotheses indicate what he should do. They enable him to understand
the problem with greater clarity and provide him with a framework the
problem with greater clarity and provide him with a framework for collecting,
analyzing and interpreting his data
2. The working instruments of theory. They can be deduced from theory or
hypotheses.
3. They can be tested, either empirically or experimentally, thus resulting in
confirmation or rejection. There is always the possibility that a hypothesis,
once confirmed and established become a law.
4. Powerful tools for the advancement of knowledge because they enable man
to get outside himself.
 Assumptions

Are statements related to the research problem which the researcher

believes or presumes to be true; such presumption or belief of the
researcher is based on his observations and experience
Stated so as to provide foundation on which the study is anchored and
from which it will proceed
Serve as additional bases for validation of research hypotheses
Do not require testing nor confirmation
What assumptions to formulate is based on the major variables of the
study
 Examples of assumptions

1. People have certain attitude toward anything.

2. School administrators and business managers experience job-related
tension
3. Any individual wishes or desires acceptance by a social group
4. Students possess ability and objectivity in rating the teaching
performance of their teachers.
5. The subjects under study belong to a certain socio-economic
stratification.
6. City life is more complex than life in rural areas.
 Scope and Limitations

* The scope of the study defines the coverage or boundary of the study in
terms of the
(1) area or locality,
(2) subjects or population,
(3) duration or period, and
(4) Issues which are explicitly stated in specific objectives of the study
* Limitations are statements which alert the reader of the research report to
certain conditions which are beyond the control of the researcher. Such
limiting conditions or constraints have direct bearing on the result of the
study because they may place restrictions on the conclusions of the study
and their application to other situations
 Definition of Terms

Helps the readers of a proposal or report in understanding the research

objectives, the method or method used, and the findings of the study
because here the key concepts are defined operationally, that is,
according to how they are used in the study,
Some studies do not have this section in their report. This is so because
the operational definitions of the key terms are integrated in the
presentation or discussion where they first appear in the text.
Terms must be defined in the section intended for definitions (Sevilla
and others (1988)
 Two major types of definitions

Conceptual definition the universal meaning that is attributed to a word or

group of words and which is understood by many people. It is abstract and
most general in nature. The usual source of conceptual definitions is the
dictionary which is the reference book of everyday language.

Operational definition the meaning of concept or term as used in a

particular study; it is stated in concrete term in that allows measurement

The usual practice when using both types of definition is to state first the
conceptual followed by the operational. The researcher may however opt to
use only the latter type the operational
 The Variables

Refers to a characteristic that has two or more mutually exclusive values or

properties (Kerlinger, 1986)
Example:
sex has 2 properties which are maleness and femaleness
ages of different persons
size, height, weight, color of their hair and eyes, and skin complexion
Constants characteristics or concepts that have only a single, never changing
value.
 Two Major Types of Variables

Independent variables conditions or characteristics which are the

presumed cause or influence of the existence or non-existence or
change in certain phenomena. They are the object of manipulation or
control by the researcher in the attempt to determine their relationship
to observe phenomena.
Two categories:
Treatment variables those factors that the researcher manipulate and to which he
assigns subjects
Attribute variables those characteristics that cannot be changed by the researcher
such as age, sex and intelligence level but as independent variables they can be
included as study variables
 Dependent variables conditions or characteristics which are
influenced by the independent variables; the focus of the investigation;
its behavior or status as influenced by the independent variables is the
concern of the investigator
 Confounding variables whose effect on the dependent is sometimes
confused with the effect of the independent variables
Types:
Intervening variables variables which cannot be controlled or measured directly
but which may have an important effect upon the outcome of measurement; called
modifying variables because they intervene between cause and the effect; they either
strengthen, weaken or eliminate the influence or effect of the independent variable on
the dependent variable
Extraneous variables variables which are not controlled or manipulated by the
researcher but which may have s significant influence on the results of a study; also
known as exogenous variables
 Relationship Between Variables

To say that variables X and Y are related implies that they vary together.
This means that a change in X is accompanied by a change in Y and vice
versa. This variation is known as concomittant variation or correlation.
For intance, if one finds that as education increases income also
increases, then the variables education and income are related or
correlated. However, if education increases but there is no recognizable
pattern of change in income level, then one can conclude that education
and income are not related.
 Operational Definitions and Indicators

Variables to be measurable they should be defined operationally, that is,

as they are used in a particular study.
Operational definitions of variables are usually given under the section
Definition of Terms
There are some studies however which do not only contain operational
definitions of variables but stipulate the indicator or indicators of each
study variables on the bases of which they are measured
Indicators of study variables should be determine clearly at the early
stage of the research process because failure to do so will create
problems in the generation, processing and analysis of data
 Significance of the Study

It is in this section where the researcher discusses the value of his study in as
persuasive as possible in order to get the approval of the screening and approving
committee and the support of the prospective funding institution.
It is to the advantage of the researcher to state all the possible significant
contributions of his study. The following is a list of areas to where the contributions
may be made:
1. Contribution to accumulation of knowledge, or to filling up a knowledge gap;
contribution to building, validating or refining prevailing theories;
2. Contribution to meeting a pressing need of a specific group like solving a problem or
improving certain conditions;
3. Contribution to refining concepts, improving research instrumentation and
methodologies; and
4. Contribution to meeting the concerns or priorities of funding institution like
improved income, inter-relations, and the like.
 Thank you very much!!!