Problem Identification and Definition is Lesson 2

1. Problem Identification and
Definition
Lesson 2
Research Methods
Dr. Rosalie Amador-Corpus
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2. Introduction
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Every research starts with a problem. Without a problem,
there is no need to conduct research. Very often,
however, neophyte researchers or students of research
find it difficult to identify research problem.
This lesson will deal with the research problem: how it is
identified and defined.
A good research problem is described and the steps in
identifying and defining a researchable problem are
explained. Examples are also provided to help learners
identify and define their own research problem.

3. Learning Objectives:
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Studying this chapter shall enable learners to:
1.Define what a research problem is,
2.Distinguish between a researchable problem
from one that is not,
3.Identify and explain the characteristics of a
good research problem,
4.Give examples of researchable problems, and
5.Formulate their own research problem.

4. What is a Research
Problem?
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A problem is anything which gives a person a feeling of
discomfort. If a person worried about how things are, s/he has
a problem. A problem could be a state of affairs that needs to
be changed or anything that is not working as expected.
For researchers, problems could be conditions they want to
improve, difficulties they want to eliminate, questions for which
they want answers, or information gaps they wish to fill, or
theories they wish to validate.
A research problem could also be an issue that should be
settled. It may be a question about the unknown characteristics
of a population or about factors that explain
the presence or occurrence of a phenomenon.

5. Identifying a Research
Problem
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In doing research, the first thing a researcher does is identify and clearly
define the problem to be studied. If the researcher cannot pinpoint a
problem, s/he cannot expect others to understand what problems s/he want
to solve. Initially, a research problem is stated in the form of a question,
which serves as the focus of the investigation.
Samples of possible research questions are:
• What problems do children of separated parents encounter and how do
the children cope with these problems.
• What goes on in a government office in a typical week? Or How
government employees spend a typical day in the office?
• Do mothers who have attended health education classes have better
health care management practices than those who have not?
• Does TV viewing affect a child’s performance in school?

6. Additional samples...
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• Will training of managers of cooperatives in financial
management improve the financial control system of
cooperatives?
• Have there been changes in the portrayal of men and
women in commercial advertisements in the last five
years?
• What are the perceptions of college students regarding
the granting of emergency powers to the president in
times of crises?
• To what extent do students use the internet?
• Does the students’ use of the internet affect their
performance in school?

7. While a problem is the initiating force of research,
not all problems require research. A potential
problem exists when the following conditions are
present:
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a.There is a perceived discrepancy between
what is and what should be.
b.There are 2 or more plausible reasons for the
discrepancy.

8. Think of this…
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There may be an existing difficult or disturbing
situation; but if this condition is expected to happen
because of known circumstances, then the problem is
not researchable.
Even if there is a discrepancy between what is and
what should be, because the causes of the
discrepancy are known at this particular time, there is
no need to conduct research.
A problem does not exist. Therefore, there is no
need to do research.

9. Sample of a
Non-researchable Problem
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Situation: Despite free tuition, many high school students in a public high school in
Province X have dropped out. Records show that more than 50% of the students have
already dropped out before the middle of the school year (What is)
What should be: Students are expected to finish high school because it is free. They
should not be dropping out. (What should be). However, the fact of the matter is
that a big number of students have dropped out. (Discrepancy)
Research Question: Why do students drop out? What factors contribute to the high
drop out rate?
Possible Answer: Fear of being caught in crossfire between military and rebel groups.
Comment: There have been violent encounters between the military and rebel groups
and many civilians have been caught in the crossfire. It seems clear that the dropping
out of the students is due to the armed encounters in the area. If they go to school,
they might be harmed, so parents keep them out of school until the peace and
order situation in the area returns to normal.

10. A possible research situation exists when the
existing condition (what is) is different from
what is expected (what should be), and there
are two or more reasonable causes of the
discrepancy between what is and what should
be.
Contrast the following situation from our first
example
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11. Example of a Researchable Problem
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Situation: Despite free tuition, many high school students in a public high school in
Province X have dropped out. Records show that more than 50% of the students
have already dropped out even before the middle of the school year. (What is)
What should be: Students are expected to finish high school because it is free. They
should not drop out (What should be). On the contrary, a big number of students
dropped out (Discrepancy).
Research Question: Why do students drop out? What factors contribute to the high
drop out rate?
Possible Answers: There are many possible reasons why students drop out. Among
the possible reasons are: financial difficulties, distance between students’ place or
residence and the school, students’ lack of interest to study, students’ poor health.
Comments: Since there are a number of possible reasons for the dropping out of
students despite free tuition, the problem is researchable. Research can determine
the existence and extent of relationship between the identified possible factors and
the students’ decision to drop out of school or to stay. Furthermore, research can
determine the relative contribution of each factor in the students’ decision to drop
out.

12. Defining the Research
Problem
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Once the problem is identified, it should then be defined. The problem
definition explains the existence and seriousness of the problem. The
definition shows evidences that prove the problem really exists, that it
is serious, and/or widespread. The definition of a problem also
identifies the elements of a broader problem that are to be the focus
of the research activities.
This section must show that the problem needs serious attention
because many people are or will be affected by it. In defining a
research problem, the following questions are usually answered:
1. Does the problem really exist? What are the evidences of the
problem’s existence?
2. Is the problem serious? Who and how many are affected by it?
3. What places are affected? How widespread is it?
4. How often does the problem occur?

13. In defining the research problem, it is
important for the researcher to
present a valid justification for the
conduct of the study.
The problem definition must show that
answers to the research questions are
not yet clear or available. To do so,
the definition should present relevant
data from service statistics and
related literature.
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14. Things to Remember When Defining
a Research Problem:
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1. First, review relevant literature and previous
studies on the problem,
2.Examine current available data/statistics,
3.Seek educated opinions from persons
concerned with the problem, and
4.Determine the probable reasons for the
existence of the problem from social, economic,
or other theories that may explain the existence
of the problem and the possible connection
between the problem and other factors.

15. A careful review of existing information or
studies on a problem can also help the
investigator determine:
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1.What answers or solutions have
been found/tried in the past to
solve the problem and how
successful they were, and
2.What questions still remain
unanswered and what aspects of
the problem need to be studied
further.

16. Characteristics of a Good Research
Problem:
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A research problem should possess 4
essential characteristics. It must be:
1.Relevant
2.Feasible
3.Clear
4.Ethical

17. 1. A research problem must be relevant.
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The problem must be timely and relevant. It must be of interest to
the one investigating it. It should yield answers that will contribute
to the universal fount of knowledge and development. In essence, the
problem should be worth investigating and worth the time, money
and effort to be spend on it.
To determine whether a possible research problem is relevant or not,
one should consider the following questions:
a. Will answers to the research question/s help advance knowledge?
b. Can answers to the research question/s help in improving
practices, behavior or performance?
c. Will answers to the research problem improve human conditions?
The research problem is relevant if the answers to these
3 questions are all YES!

18. Sample of a Relevant Problem
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Research Problem: “The Effect of Computer-Assisted Instruction on Students’
Achievement in Mathematics?”
1. Will the answer to the research problem help advance knowledge?
Yes. A finding that shows that computer-assisted instruction
significantly improves or does not improve achievement in mathematics
comprises new knowledge.
2. Can answers to the research problem help in improving practices, behavior,
performance?
Yes. Positive findings suggest that teachers must use the computer as
an instructional device.
3. Will answers to the research problem improve human conditions?
Yes. If the adoption of computer-assisted instruction leads to improved
learning, students will acquire better skills. With better skills, they will
definitely have better chances of getting employed. Skilled workers are
better paid than unskilled ones and more likely will have better quality
of life because with more income they can buy what they need.

19. 2. A Research Problem must be
feasible.
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A research problem can only be investigated if resources
like time, money and personnel are available.
A research problem may be relevant, but if funds are not
available and there are no skilled researchers or tools for
data gathering, then it would not be feasible to conduct.
Researchers must therefore be sure of the availability of
funds and human resources as well as appropriate tools
and devices needed in the conduct of the study
before s/he starts the research study.

20. Sample of a Feasible Problem
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Research Problem: “The Effect of Computer-Assisted Instruction on Students’
Achievement in Mathematics?”
Comment: Instruction in the experimental group is computer-assisted, while that in
the control group is not. The teacher in the experimental group can be trained to use
the computer in teaching math. The experiment can be carried out even if there is
only one computer available in the classroom. This can be provided by the
researcher.
Sample of a Problem that is Not Feasible
Research Problem

21. Samples of Feasible and Non-Feasible Problems
Feasible Problem Non-Feasible Problem
• Research Problem: “The Effect of
Computer-Assisted Instruction on
Students’ Achievement in
Mathematics?”
• Comment: Instruction in the
experimental group is computer-
assisted, while that in the control
group is not. The teacher in the
experimental group can be trained
to use the computer in teaching
math. The experiment can be
carried out even if there is only
one computer available in the
classroom. This can be provided
by the school or even the
researcher.
• Research Problem: “The Effect
on Achievement of Providing
Each Student a
Microcomputer in Their Math
Class”
• Comment: It might be worth
knowing if computer-based
math instruction can improve
students’ achievement in the
subject but giving each student
a computer would be very
costly. Moreover it may not be
afforded by most schools.
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22. 3. A Research Problem must be clear
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The research problem must be clearly stated
so that what is being investigated is made
clear. The major variable/s of the study
should be measurable and should be
specified in the problem statement. The
use of ambiguous terms must be avoided.

23. Samples of Clear and Unclear Research Problems
Unclear Problem Statement Clear Problem Statement
• Research Problem: “Women’s
Perceptions About Sexual
Harassment”
• Comment: This problem is not
clear because it does not specify
what group of women will be
studied. What is implied is all
kinds of women. Even the word
“perception” is not clear. One
may ask, “perception regarding
‘what’ of sexual harassment?”
• Research Problem: “Attitudes
Towards Sexual Harassment of
Female Rank and File Bank
Employees in Makati City”
• Comment: In this research
problem it is clear that what is
being examined are attitudes
towards sexual harassment. It is
also clear that the study will cover
female rank and file bank
employees in Makati City.
Although the location of the study
may not always be specified, its
mention helps to urther clarify the
research problem.
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24. 4. A Research Problem Must Be Ethical.
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The conduct of the study should not pose any
danger, embarrassment, hurt or any risk to the
research respondents or subjects or any one.
Information needed to answer the research questions
can be collected without violating the rights of the
source/s of information. The respondents’ privacy
must therefore be protected. They should be
informed about the purpose of the study and be given
the right to consent or refuse to participate in the
study.

25. Samples of Ethical and Unethical Problems
Ethical Problem Statement Unethical Problem Statement
• Research Problem: “Students’
Perceptions on the Effect of
Physical Punishment on Their
Self-Esteem and Performance”
• Comment: A survey on
students’ perceptions about the
effect of physical punishment on
their self-esteem and
performance does not raise an
ethical issue, since respondents
are only asked about their
perceptions. It is still important,
however, to explain the purpose
of the study and get their
informed consent to participate.
• Research Problem: “The Effect
of Punishment on the Self-
Esteem and Academic
Performance of Adolescents”
• Comment: If an experiment is to
be conducted, punishment will
be applied to the experimental
group, but withheld from the
control group. Even if the result
of the study shows that
punishment will improve self-
esteem and performance,
applying punishments to
students for the sake of research
is unethical.
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26. Reviewing Literature
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What is Review of Literature:
A review of related literature is the process of collecting, selecting and
reading books, journals articles, reports, abstracts and other reference
materials including electronic and internet sources about the problem
under investigation.
From these various sources, the following information may be collected:
1. Background information about the problem and related concepts
2. Theories that explain the existence of the problem and the possible
connection between certain factors and the problem
3. Data that confirm the existence and seriousness of the problem
4. General and specific findings of studies related to the problem
5. Recommendations for further study given in related studies

27. Why Review Literature?
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A review of literature is a must in research. Related literature can help
a researcher identify and develop a research problem, formulate a
research framework, and identify and use appropriate research
methodologies and tools.
1. Related literature helps the research identify and define a research
problem. A new problem may arise from vague results, conflicting
findings, or the inability of study variables to adequately explain the
existence of the problem.
2. A review of related studies helps justify the need for studying a
problem. When findings of related studies are not clear or do not
provide adequate/conclusive answers to certain issues or questions,
then the conduct of a study is justified.
3. Related literature helps prevent unnecessary duplication of a study.
There are many research problems that are already “over studied” and
yet, similar studies are still being conducted. If a researcher has
adequately reviewed related literature about his/her study, unnecessary
duplication can be avoided.

28. Why Review Literature?
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4. Literature can be a source of theoretical basis for the study.
Correlation studies usually use or generate theories to explain the
research phenomenon under study. Researchers may use or adopt
the same theory or theoretical framework used in the related
studies.
5. Literature enables the researcher to learn how to conceptualize a
research problem and properly identify and operationally define
study variables.
6. Related studies provide a basis for identifying and using
appropriate research design. It also helps in the formulation or
refinement of research instruments.
7. Results of related studies provide lessons for data analysis and
interpretation. Findings of a study can be compared to findings of
related studies.

29. When to Start Reviewing
Related Literature
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While the research problem is still being conceptualized, the researcher
must already start reviewing literature. In identifying and defining the
research problem, the researcher must be able to show evidences that
the problem really exists and is worth investigating. Information
regarding the existence, seriousness and relevance of the problem can
be gleaned from literature review.
It is important that the researcher knows what is already known about
the problem or what earlier researchers have found out about it and
what questions still need to be answered before the research questions
or objectives are finalized.
Theories which researchers use to explain the existence of a research
problem and used as bases in analyzing relationships between
variables can be generated from reference books on theories or from
related studies. The researcher, therefore, must have already read
adequate literature at the start of a research activity.

30. What to Review and Where to
Get the Materials
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Researchers should be familiar with the different sources of information
related to the research problem. The most common types of sources of
information for a research problem are: general references, primary sources
and secondary sources.
General References:
show where to locate other sources of information related to a
certain topic. Examples of general references available in most libraries are
indexes, reviews and abstracts. Indexes are usually published by field of
specialization. For example, in education, there are the Education Index and
the Dictionary of Education Research. Commonly used abstracts are the
Psychological Abstracts and the Social Science Index.
Primary Sources:
results of many research studies are published in journals, or
monographs. These articles or reports are generally written by those who
actually conducted the study, thus they are called primary sources. Many
research journals are published monthly, quarterly or yearly.

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Some of the commonly used journals in various areas are:
Philippine Nursing Journal, Business Journal, Philippine Sociological
Review, Journal of Philippine Public Administration, Social Psychology
Journal, Education Research Journal, and many others.
Secondary Sources:
Refer to publications where authors cite the work of others.
The most common secondary sources are books, reviews, yearbooks
and encyclopedias. Secondary sources are good references for
overview of the problem.

32. Steps in Literature Review
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1. Review the precise definition of the research problem. Note the key
variables specified in the study objectives and hypothesis.
2. Formulate “search terms” (key words or phrases) pertinent to the problem
or question or interest. For example for the problem “Adolescents’
Perceptions on the Effect of Punishment on the Self-Esteem and Academic
Performance Performance,” possible “search terms” could be
“punishment and learning,” “self-esteem and performance,” “self-worth,”
and “reinforcement.”
3. Using the indexes of general references, search for relevant primary and
secondary sources guided by the “search terms.” Start with the most
recent issue and work backwards. Next, search for sources listed under
terms synonymous or related to the “search terms.” For example, in a
study on feminism, after tracking down sources listed under “feminism,”
look up “women’s issues” and “matriarchy.”
4. List in a note or index card the bibliographical data of the pertinent sources
selected including the: author of the source, its title, name of the
publication, date of publication (if book, include place and date) and
page/s of the article.

33. Steps in Literature Review
33
5. Read the selected reading materials, take notes and summarize key points.
Notes are preferably written in note cards for easy retrieval and
classification.
6. In reading articles, the researcher may follow these steps:
a. Read the abstract or summary
b. Record the bibliographic data
c. Take notes. In taking notes, be as brief as possible, but include all
relevant information which you can use in your full review, such as the
problem, the objectives and hypotheses, the procedures and
methodologies, major findings, recommendations and conclusions.
Sample of a Bibliographic Card for a Journal
Corpus, Rosalie A.
“Gains from the Master in Educational Management (MEM) Program and Its
Effect on the Teaching Performance of MEM Students of the Polytechnic
University of the Philippines”
PUP Research Journal
22(1), 2005
Pages 38-45

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Sample of a Bibliographic Card for a Book:
Laurente, Reynold R.
“Article VII: Executive Department”
Essentials of Political Science 2
Manila, Philippines, Rex Book Store
Copyright 2006
Pages 318-342
Sample of a Bibliographic Card for a Thesis:
Corpus, Rosalie A.
“Students’ Ratings of Teachers’ Instructional Skills in Using the
R.E.A.C.T. Strategy: A Contextual Teaching and Learning (CTL)
Approach in Teaching Science and Mathematics Subjects”
Thesis, Master in Educational Management,
Polytechnic University of the Philippines, Open University System
Commonwealth, Quezon City
2005

35. Sample of a Note Card
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Corpus, Rosalie A., DEM Dissertation, PUP, 2009
Research Title: “An Assessment of the Effectiveness, Efficiency and Advocacy
Components of the Enhanced IMPACT (Instructional Management by
Parents, Community and Teachers) System”
Objective: To assess the extent of implementation of the Effectiveness, Efficiency and
Advocacy components of e-IMPACT in 19 project schools nationwide.
Hypothesis: Instructional Coordinators and Instructional Supervisors differ in their
assessment of the extent of implementation of the Effectiveness, Efficiency and
Advocacy components of e-IMPACT in their schools.
Research Methodology: Purposive survey of 177 respondents using descriptive co-
relational design. It is also a mixed methods research using both quantitative and
qualitative data collected through a researcher-made instrument.
Major Findings: Instructional Coordinators and Instructional Supervisors do not differ in
their assessment of the extent of implementation of the Effectiveness, Efficiency and
Advocacy components of e-IMPACT in their schools. On a 5-point Likert
Scale, of the three, Effectiveness is most highly implemented at 4.36, followed
closely by Efficiency at 4.33, then Advocacy at 3.96.

36. Sample of a Note Card
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•The Effectiveness dimension looked at: School mission, vision, goals and
objectives; Classroom assessment; Teaching and learning delivery
mechanisms; Curriculum; Instructional materials and the Learning
environment.
•The Efficiency dimension looked at: Organizational structure and support
systems; Leadership; Professional growth and development and School
culture.
•The Advocacy dimension looked at: Comprehensive school planning;
Physical facilities and resources; Pupil and family involvement and
Stakeholders and community support.
Conclusion: Components of the effectiveness dimension of implementation
work well together to bring about instructional success. Components of
the efficiency dimension of implementation work well together to bring
about administrative success. Components of the advocacy dimension of
implementation work well together to bring about success in community
participation. It is also recommended that further studies be focused on
the role of the students, community and other stakeholders.

37. Writing the Literature Review
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After taking notes from the different sources reviewed, the researcher prepares the
final review. Most literature reviews consist of the following parts: introduction, body,
summary/synthesis and conclusion.
1. Introduction – briefly describes the nature of the research problem and explains
what led the researcher to investigate the question. The summary presents the
main topics covered in the literature review section.
2. Body – briefly reports what experts think or what other researchers have found
about the research problem. Studies done on one key element or factor of the
research problem are reviewed under that topic followed by studies done on other
aspects of the problem. The common findings of several studies are summarized
in one or more sentences and only when necessary, some specific findings of
each study may be presented.
“Several studies reported that educational attainment is significantly associated
with compliance to medical regimen (Dela Cruz, 1999, Monteblanco, 1999). In her
study of myocardiac infarction patients, Dela Cruz (1999) found that college
educated patients had better compliance with their medical regimen, diet
requirements and exercise. Similarly, Monteblanco (1999) observed that high
school-educated elderly in Jaro, Iloilo City, took their medications more
regularly than their less educated peers.”

38. Writing the Literature Review
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3. Summary/Synthesis – reviews and “ties together” the major findings of the
studies reviewed. It presents general picture of what has been known or
thought of about the problem to date. It points out similar results, as well
as conflicting findings.
4. Conclusion – this part presents the course of action suggested by the
literature. Based on the state of knowledge revealed by the literature, the
researcher could further justify the need for his/her study.

39. Steps in Identifying and Defining a Problem
39
1. State the problem situation
• Write a short paragraph that describes the discrepancy between what is and
what should be
• Write the central problem or the main research question
• Give two or more plausible answers to the problem question (if there
is only one plausible answer to the question, the problem is not
researchable).
2. Add details by presenting statistics or any information that can serve as
evidence that the problem really exists. You can derive these from service
statistics, related studies, and other existing documents.
3. Using data from available research literature, current service statistics,
educated opinions, and other sources of information, define further the
problem situation you have just identified. Hopefully, your review
of related studies will reveal concepts and operational variables that
you may have overlooked.

40. Steps in Identifying and Defining a Problem
40
If you listed these concepts and variables as you come upon them in
your review of related studies, the task of defining the problem
becomes much easier.
4. With the information you have collected from a literature review and
other sources, improve your problem definition and add details that
will help explain what your research problem is all about and why you
want to study the problem. Organize the information and your ideas,
such that the readers can be convinced that you really need to
undertake the research.

41. Key Terms to Remember:
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Research problem
Researchable problem
Non-researchable problem
Ethics
Problem Identification
Problem definition
Justification
Review of literature

42. Comment on the research problems listed
below in terms of their relevance, clarity and
feasibility:
42
1. “The Effects of Attendance in Health Education Classes
on the Health Care Management Practices of Young
Mothers”
2. “Changes in the Portrayal of Men and Women in
Commercial Advertisements in the Last Five Years”
3. “Perceptions of College Students on the Granting of
Emergency Powers to the President in Times of Crises”

43. Study the following situation and answer the
questions that follow:
43
Research Situation:
Housing loans are granted to Pag-IBIG members at very low interest rates to
help them build and own their own homes. The loan is expected to be paid on
a monthly basis within a certain period of time. Despite the liberal repayment
scheme, repayment rate has been consistently low. Records show a
delinquency rate of about 30%. Arrears average at Php 150,000 and many
properties have been foreclosed as documented by notices of foreclosure.
Pag-IBIG members failure to pay their obligations has been attributed to many
factors, like lack of awareness among borrowers of the consequences of non-
payment, a negative attitude towards government loans, or shortage of cash
because of other financial needs, and others. Two local studies on loan
payment behaviors of credit cooperative members showed that social and
economic factors influence repayment. The studies, however, did not touch
on knowledge and attitudes towards loan repayment. Most of the studies
reviewed deal with credit coop loans and crop loans. Studies on housing lons
are limited.

44. Questions:
44
1. What can be the possible research question?
2. What is the problem situation? Show evidences.
3. What should be the situation?
4. What are the possible reasons for the discrepancy
between what is and what should be?
5. What is already known about the problem? What are
the findings of related studies?
6. What questions remain unanswered?

45. Project No. 1
45
Instructions: Identify and define your own research problem by answering the following
questions.
1. My research problem is:
2. The conditions that gave rise to my research question are (present evidences from
service statistics or related literature that will confirm the existence, seriousness and
distribution of your problem.
3. The ideal situation would have been: (standard, rule, expected, mandated,
recommended).
4. The possible reasons for the discrepancy between Nos 2 and 3 are:
5. The following interventions have been done to address the problem, and the
outcomes were: (if none, say so).
6. The following facts have been reported in related studies about the problem (state
sources).
7. The following questions about the problem, however, still remain unanswered:

46. Next meeting
RESEARCH OBJECTIVES AND HYPOTHESES
46

47. End of Lesson...
Thank You!
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