The Research Problem

500 Research Methods

Fall 2002
Mike Kroelinger
 For Today
The Research Problem
Teams for class presentations
Review assignment #2
Review outside readings
Review assignment #3
Questions & discussion
 Paradigms & Underlying
Assumptions
 Ontological Based on “branch of physics that studies
the nature of existence or being as such.”
 Epistemological Based on a “branch of philosophy that
investigates the origin, nature, methods,
and limits of human knowledge.”
 Axiological Based on a “branch of philosophy dealing
with values, as those of ethics, aesthetics, or
religion.”
 Rhetorical “Used for mere effect; marked by or tending to
use bombast; of, concerned with, being
rhetorical…”
 Methodological Based on “a set or system of methods,
principles, & rules used in any given discipline.”
Definitions: Random House
Webster’s College Dictionary, New
York: Random House, 1999.
 Methodological Paradigm
Assumptions
Quantitative Qualitative Mixed
Methodological What is the Deductive process Inductive process Either or both
Assumption process of
research?
Cause & effect Mutual simultaneous shaping Linear and/or
of factors simultaneous
Static design-categories isolated before Emerging design-categories May begin with
study identified during research either isolated or
process emerging
Context-free Context-bound Either or both

Generalizations leading to prediction, Patterns, theories developed Either or both

explanation, and understanding for understanding
Accurate and reliable through validity and Accurate and reliable through Either or both
reliability verification
 Reasons for Selecting a Paradigm
Criteria Quantitative Paradigm Qualitative Paradigm Mixed Paradigm
Researcher's A researcher's comfort with A researcher's comfort with A researcher’s comfort
Worldview the ontological, the ontological, with sequential,
epistemological, axiological, epistemological, axiological, concurrent, and/or
rhetorical, and rhetorical, and transformative
methodological methodological paradigms; usually
assumptions of the assumptions of the pragmatic
quantitative paradigm qualitative paradigm
Training and Technical writing skills; Literary writing skills; Draws on all forms of
Experience of computer statistical skills; computer text-analysis text and statistical
the library skills skills; library skills analysis; library skills
Researcher

Creswell
 Reasons for Selecting a Paradigm
Criteria Quantitative Paradigm Qualitative Paradigm Mixed Paradigm
Researcher's Comfort with rules and Comfort with lack of Comfort with rules or
Psychological guidelines for conducting specific rules and without rules; flexibility;
Attributes research; low tolerance procedures for conducting adequate time for lengthy
for ambiguity; time for a research; high tolerance study
study of short duration for ambiguity; time for
lengthy study
Nature of the Previously studied by Exploratory research; May be previously studied
Problem other researchers so that variables unknown; or exploratory or both
body of literature exists; context important; may
known variables; existing lack theory base for study
theories
Audience (e.g., Individuals accustomed Individuals accustomed New, emerging audiences
journal editors & to/supportive of to/supportive of qualitative more knowledge about
readers, quantitative studies studies mixed or multi-methods
committees)
Creswell
 STEPS TO DEFINING THE RESEARCH PROBLEM
500 R ESEAR CH METHODS FALL 2001

FUTURE
AREA RESEARCH

NARROW OUTCOMES

SOURCES SYNTHESIS

EVALUATE ANAYLSIS

STATEMENT METHODS

BALANCE VARIABLES
CONCEPTS

FORMAT POPULATION
AUDIENCE

RESEARCHABLE FEASIBLE
UNDERSTOOD
 Steps to Defining the Research
Problem
 Decide on the general
area of study or
investigation
 Generally influenced by AREA
your own experiences
 Use Madsen’s criteria from
p. 35-36.
 Steps to Defining the Research
Problem
 General area of investigation -- Madsen’s criteria:
 Sustain your interest & stimulate your imagination
 Within your range of competencies

 Manageable in size

 Potential to make a contribution to body of knowledge

 Based on obtainable data

 Demonstrate your independent mastery of both the

subject and method
 Steps to Defining the Research
Problem
 General area of investigation, continued
 “My study is about…….” or “the purpose of …….”
 Using Creswell’s example of scripting a single sentence that
completes the above thought
 Make it twelve words or less if possible

 Becomes a working title for your research.

 Is it researchable?

 Example – My study is about the effect of size and color of

screen icons on user perceptions
 Steps to Defining the Research
Problem
 Narrow the general topic
down
 To a specific statement of
the research problem
 Use a single paradigm if
possible NARROW
 Difficulty -- the topic &
research question must be
formulated before you
have a thorough
understanding of research
 Steps to Defining the Research
Problem
 Narrow the general topic down
 Literature review usually limited at this point
 Must make wise choices about what to investigate, study,
explore
 Is the topic better suited to a qualitative or quantitative
paradigm?
 Nature of the problem
 Previously studied, much literature – quantitative

 Exploratory study, lacking theory base -- qualitative

 Steps to Defining the Research
Problem
 Understandsources from
which you define the
problem
 Experience

 Experts that you know SOURCES

 Deductions from theory

 Readily available problem

 Review of literature

 Limits of sources
 Steps to Defining the Research
Problem
 Evaluate the potential of
the problem
 Important enough to merit
investigation or study?
 Does it meet criteria?
EVALUATE
 Steps to Defining the Research
Problem
 Evaluate the potential of the problem
 Criteria:
 Will findings make a contribution to body of knowledge?
 Will findings make a difference for others?

 Lead to definition of new problems or other research?

 Really researchable?

 Knowledge & experience in the problem area?

 Information or data available to you?

 Complete in the allotted time frame?

 Simple enough for your first study?

 Steps to Defining the Research
Problem
A good problem
statement
 Clarifyexactly what you
want to determine or solve
 Scope limited to a specific STATEMENT
question; sub-questions
 Operationally defines key
terms
 Steps to Defining the Research
Problem
A good problem statement
Operational definition (quantitative study)
Defines the variables operationally
Defines a concept in terms of the operations or processes
that will be used to measure or manipulate the concept
Tentative definition (qualitative study)
Emerge from data collection
Not usually included in a list of definitions but is/are
tentative pending visiting the field setting to gather info
 Steps to Defining the Research
Problem
 Balance between general
& specific in problem
statement
 Avoid trivial problems that
are meaningless
BALANCE
 Broad enough to be
significant according to the
criteria you establish
 Specific enough to be
feasible for the research
situation
 Steps to Defining the Research
Problem
 Format of problem
statement – how you
state the problem
 Question – implies
relationship between two FO RMAT
or more variables
 Statement – describes the
scope of your work
 Hypothesis -- relationships
 Objective – achieve,
measure
 Steps to Defining the Research
Problem
 Problem stated in a way
that it is researchable
 Is
research into the
“question” possible?
RESEARCHABLE
 Steps to Defining the Research
Problem
 Clear& feasible problem
statement
 Can it be understood by
others?
 Can you describe it FEASIBLE
concisely, clearly? UNDERSTOOD
 Do you demonstrate
understanding of the area
being investigated,
studied?
 Steps to Review in Future
STEPS TO DEFINING THE RESEARCH PROBLEM
500 R ESEAR CH METHODS FALL 2001

 Wewill spend time in

FUTURE
AREA RESEARCH

upcoming classes on: NARROW OUTCOMES

 Population or audience SOURCES SYNTHESIS

 Concepts, constructs, EVALUATE ANA YLSIS

variables STATEMENT METHODS

 Methods
BALANCE VARIABLES

 Analysis techniques
CONCEPTS

 Synthesizing findings
FORMAT POPULATION
AUDIENCE

 Defining outcomes
RESEARCHABLE FEASIBLE
UNDERSTOOD

 Defining future research

 Summary
Teams for class presentations
Review assignment #2
Review outside readings for first three weeks
Review assignment #3
Questions & discussion