5-191026002836 (1).pdf

Creswell, Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research, 4e
© 2012, 2008, 2005, 2002 Pearson Education, Inc.
All rights reserved.
Chapter 2
Identifying a Research Problem
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Educational Research: Planning, Conducting,
and Evaluating Quantitative and Qualitative
Research, 4e – Creswell
ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-2
By the end of this chapter,
you should be able to:
 Define and identify a research problem and explain its
importance in a study
 Distinguish between a research problem and other parts of
the research process
 Identify criteria for deciding whether you can or should
study a research problem
 Describe how quantitative and qualitative research
problems differ
 Learn the five elements that compromise a “statement of
the problem” section
 Identify strategies useful in writing a “statement of the
problem” section

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-3
What Is a Research Problem?
A research problem is an educational
issue or concern that an investigator
presents and justifies in a research study.

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-4
Locating the Research
Problem
Look in the opening paragraphs of the study for one
or more of the following:
 What is the issue or problem?
 What controversy leads to the need for a study?
 What concern is being addressed behind the study?
 Is there a sentence such as, “The problem being
addressed in this study is…”?

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-5
Why the Research Problem Is
Important
 It establishes the importance of the
topic.
 It creates reader interest.
 It focuses the reader’s attention on how
the study will add to the literature.

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-6
How the Problem Differs From
Other Parts of Research
 A research problem is an educational issue
or problem in the study.
 A research topic is the broad subject matter
being addressed in a study.
 A purpose is the major intent or objective of
the study.
 Research questions are those that the
researcher would like answered or addressed
in the study.

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-7
Differences among the Topic, Problem,
Purpose, and Questions
General
Specific
Topic
Research
Problem
Purpose
Statement
Research
Question
Distance learning
Lack of students in
distance classes
To study why students do not
attend distance education
classes at a community college
Does the use of Web site
technology in the classroom
deter students from enrolling in
a distance education class?

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-8
Determining Whether a Problem Should Be
Researched
 Can you study the problem?
 Do you have access to the research site?
 Do you have the time, resources, and skills
to carry out the research?
 Should you study the problem?
 Does it advance knowledge?
 Does it contribute to practice?

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-9
Determining Whether a Problem
Should Be Researched (cont’d)
 Will your study fill a gap or void in the existing
literature?
 Will your study replicate a past study but
examine different participants and different
research sites?
 Will your study extend past research or
examine the topic more thoroughly?
 Will your study give voice to people not heard,
silenced, or rejected in society?
 Will your study inform practice?

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-10
How Research Problems Differ for
Quantitative and Qualitative Research
Use quantitative
research if your
research problem
requires you to:
 Measure variables
 Assess the impact of
these variables on an
outcome
 Test theories or broad
explanations
 Apply results to a large
number of people
Use qualitative research if
your research problem
requires you to:
 Learn about the views of the
people you plan to study
 Assess a process over time
 Generate theories based on
participant perspectives
 Obtain detailed information
about a few people or
research sites

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-11
Five Elements of a “Problem Statement”
Topic
Evidence
for the
Issue
Deficiencies
in the
Evidence
What
Remedying
the Deficiencies
Will Do for
Select
Audiences
FLOW OF IDEAS
Subject
area
Educational
Issue
•A concern
•A problem
•Something
that needs
a solution
•Evidence from
the literature
•Evidence from
practical
experiences
•In this body of
evidence, what
is missing?
•What do we
need to know
more about?
How will addressing
what we need to
know help:
– researchers
– educators
– policy makers
– individuals such as
those in the study

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-12
Example of the Flow of Ideas in the
Problem Statement
Topic Research
Problem
Justification
for Research
Problem
Deficiencies in
the Evidence
Relating the
Discussion
to Audiences
Subject
area
•Concern or issue
•A problem
•Something that
needs a solution
•Evidence from the
literature
•Evidence from
practical experience
•In this body of
evidence what is
missing or what
do we need to
know more about?
•How will addressing
what we need to
know
help researchers,
educators, policy
makers, and other
individuals?
An Example
Parents’
role in
promoting
access to
college
Flow of Ideas
Need for
Better access
for students
of color
• Past literature has
documented poor
attendance
Need to
evaluate how
parents can
promote access
•Parents can better
assess their role
• Counselors can better
involve parents
• Colleges can better work
with parents

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-13
Advancing the Topic
 The topic is introduced in the first
paragraphs.
 The topic includes the general subject
matter.
 The topic must be introduced so that the
reader can relate to it.

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-14
The Narrative Hook
 The narrative hook should be the first sentence of the
study.
 Functions of the narrative hook
 Causes the reader to pay attention
 Elicits an emotional or attitudinal response from the
reader
 Causes the reader to continue reading
 Information that can be included in the narrative hook
 Statistics
 A provocative question
 Need for research
 Intent of the study

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-15
Stating the Research Problem
 State the problem in the opening
paragraph
 Identify an issue
 Research-based research problems
 Practical problems
 Reference the problem using the
literature

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-16
Justifying the Importance of
the Research Problem
 Justification based on what other
researchers have found
 Justification based on personal or
workplace experiences
 Justification based on the experiences
others have had in the workplace

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-17
Identifying Deficiencies in the
Evidence
 What do we still need to know?
 What else do we need to know to
improve practice?

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-18
Identify the Audience
Ask the following question: “Who will
profit from reading my study?”
 Other researchers
 Practitioners
 Policy makers
 Special populations (e.g., parents)

ISBN: 0132755912
© 2012, 2008, 2005, 2002 Pearson
Education, Inc.
2-19
Writing the
Statement of the Problem Section
 Include one paragraph for each of the
five elements
 Heavily reference this section to the
literature
 Provide statistics to support trends
 Use quotes from participants (in
moderation)

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