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Research Methodology

Chapter 3 : Formulating and Clarifying

The Research Topic
 Formulating and Clarifying Schoo
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The Research Topic

Learning Objectives:
• At the end of this chapter, students are
expected to formulate and Clarify a
Research Topic.

04/01/2025 Research Methodology 2

 Research Problem
Schoo
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Research Problem: A situation or circumstance tha

requires a solution to be described, explained, o
predicted.

It is an unsatisfactory situation that wants you to

confront.

a discrepancy between the way things are and th

way they ought to be.

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 Schoo
Selection of Research Problem and Topic Comme

 What Can Be Researched?

 The right topic to be researched often depends on a number of factors.
 First, let’s consider topics to avoid:
1. Common/over-used topics
2. Topics related to religion/controversy
3. General/ broad topics
4. Topics that are Too Narrow
5. Controversial Politics related topics

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 Differences among the Topic, Problem, Schoo
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Purpose, and Questions

 Topic: The subject area of the research.
 User Satisfaction with University Information Systems

 Problem: Despite the widespread use of university information system

students and faculty frequently report dissatisfaction with the system's usabilit
and responsiveness, leading to decreased adoption rates

 Purpose: The goal or objective of the study, which aligns with solving th
identified problem

To evaluate the factors influencing user satisfaction with university informatio
systems and propose strategies for improving their usability and effectiveness.

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 Differences among the Topic, Problem, Schoo
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Purpose, and Questions…

 Questions: Definition: Specific inquiries that the research will answer t
achieve the purpose. These guide the study's methodology

1. What are the key factors that affect user satisfaction wit
university information systems?

2. How does system usability influence the adoption of universit

information systems?

3. What strategies can improve user satisfaction with universit

information systems?

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 Selecting a topic Schoo
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You
• the researcher values, belief, interests, relevance, and personal experiences can influence the choice of
research topic

Supervisor
• Find out the research interests of the potential supervisors; have a discussion with them; read their publications

Data Sources
• researchers are sometimes restricted to particular topics because of access to or lack of access to data in the
specific field of study or time availability

Current trends
• researchers can select a topic based on how important a particular issue is perceived to be to society at tha
point in time

Sponsor
• researchers can also be restricted by the sponsor or funding agency. Most funding agencies have specific topic
of interests which are based on their goals and objectives.
Research Gaps
• Discrepancies in existing research literature which need to be addressed or areas of study where there are
reasonable gaps in the existing literature. The potential contribution to literature lies in the research gap.
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Research Methodology 7
 Schoo
The good research topic must: Comme

1. Be original;
2. Be of interest to both the researcher and the supervisor;
3. Be timely and relevant;
4. It must make a contribution to existing knowledge or respond to
research gap;
5. Be specific and distinct, not too broad;
6. Incorporate the main purpose of the research;
7. Be clever, captivating and unforgettable; and
8. The research questions that flow from it must be possible to addres
through a research design.
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 Steps in formulating a research problem Schoo
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(Kumar, 2011:48-50)
1. Identify a broad area of interest in your academic /
professional field
2. Dissect the broad area in to sub areas (brainstorm)
3. Select the sub area in which you have decided to
conduct the research (process of elimination)
4. Raise research questions that you would like to
answer through the study

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 Steps in formulating a research problem Schoo
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(Kumar, 2011:48-50)…
5. Formulate objectives for the study (one main
aim/objective and three or four sub objectives)
6. Assess objectives to make sure that they can be
attained in time available, and with financial, human
resources and technical expertise available
7. Double check you are sufficiently interested in the
study and have adequate resources for doing it.

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 Example 1: Fertility and Mortality
Schoo
Step 4 Comme
Step 2 Raise questions
Step 3
Step 1 Dissect Select
1. What happens to fertility whe
mortality declines?
Identify 1. Trends in fertility and 2. What is the time lag between
mortality Relation-ship
RTILITY the start of decline in mortalit
2. Determinants of fertility between
and the start of decline in
AND behavior fertility and fertility?
ORTALITY 3. Relationship b/n fertility and mortality 3. What are the factors that
mortality contribute to the decline in
4. Impact of health services on fertility? etc.
mortality
5. Impact of contraceptives on Step 5
fertility behavior, etc.
Formulate Objectives
Main Objectives
Step 7 - to explore the relationship between fertility a
Step 6 mortality
Double Check Specific objectives:
at you are really interested Make Sure  to find out the extent of the decline in fertility
the study Assess these objectives in relation to the decline in mortality.
at you agree with the the light of:  to ascertain the time lag between the decline
jectives 1. the work involved mortality and the decline in fertility.
at you have adequate 2. the time available to you  to identify the factors that affect the changes
3. the financial resources at your fertility.
sources
disposal  to explore the relationship between socio-
at you have the technical 4. your technical expertise in the economic-demographic characteristics of the
pertise to undertake the
04/01/2025 area Research Methodology 11
population and the extent of changes in fertili
 Types of Research Gaps - in writing a
research problem
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A. Issue Gap
– An issue which is less discussed, or less represented in literature.
– Very little is known about this issue.
– Ex: Corporate Governance, AI Applications, Information Security

B. Theory Gap
– A theory or theoretical framework which is less discussed, o
less represented in literature.
– Theory gap can also exist when current theories or conceptua
models are inadequate in addressing a particular research issue.
– Evaluation model for IS Success Factor Model

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 Types of Research Gaps- CONT’D Schoo
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C. Method Gap
– A research method which is less discussed or less represented in literature i
respect to a particular research topic/issue.
– Sometimes researchers make a case for new research methods or approaches t
be used for a particular research issue.
– Inconclusive/conflicting empirical results can also create method gaps.

D. Context Gap
– A research context – geographic region – which is less discussed or les
represented in literature, especially in respect to a particular research issue.

E. Level of Analysis Gap

– A level of analysis (meta, macro, meso and micro) – which is less discusse
or less represented in literature, especially in respect to a particular research issue
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 Research Gap - Identify Schoo
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• Academic Journal Articles

 Gaps are usually presented in the introduction of the journal articles

 These gaps focus on why it is important to read that journal article.

 It establishes the gaps in the previous research and points out the focu

of the journal article.

• Future Research Directions or Gaps for Future Research

• Usually the conclusion of an academic journal article focuses on discussing th

implications of the findings of the research and also point out gaps for futur

research.
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 Research Questions Schoo
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Research questions are interrogative statements

that focus on

what variables or concepts are to be described

and

what relationships might exist among them.

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 Research Questions-Examples Schoo
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RESEARCH QUESTIONS

1. What are the main risks of using social media in government?

2. What are the potential benefits of using social media in government?

3. What could be some strategic guidelines to take advantage from social media in government

RESEARCH OBJECTIVES

• The objectives of this study are:

1. To investigate the main risks of using social media in government

2. To examine the potential benefits of using social media in government.

3. To explore strategic guidelines to take advantage from social media in government.

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 Schoo
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Research Variables

Concepts, Types, and Examples

 Schoo
What are Research Variables? Comme

Research variables are elements or factors that can

change or vary in a study.

They help researchers identify relationships, causation,

and effects.

Types of variables depend on the research context and

objectives.

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 Schoo
Types of Research Variables Comme

1. Independent Variable (IV)

2. Dependent Variable (DV)
3. Moderator Variable
4. Mediator Variable
5. Control Variables
6. Extraneous Variables
7. Additional types (e.g., latent, confounding, categorical)

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 Schoo
Independent Variable (IV) Comme

 Definition: The variable that is manipulated to observe its effect.

 Role: Determines the input or cause in an experiment.
 Examples:
Scenario:
A company wants to assess how cybersecurity training
impacts employees’ awareness of phishing attacks.
 IV: Type of cybersecurity training (interactive modules, video
lectures).

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 Schoo
Dependent Variable (DV) Comme

Definition: The variable being tested or measured in a

study.

Role: Represents the outcome or effect.

Example: Awareness level of phishing attacks (measured by

test scores).

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 Schoo
Moderator Variable Comme

Definition: Affects the strength or direction of the

relationship between IV and DV.

Role: Introduces interaction effects.

Example : Frequency of training sessions (e.g., monthly vs.

quarterly).

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 Schoo
Mediator Variable Comme

Definition: Explains the mechanism linking IV to DV.

Role: Acts as a bridge in the causal relationship.

Example: Employee confidence in recognizing phishing

emails.

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 Schoo
Control Variables Comme

Definition: Variables held constant to avoid affecting the

outcome.

Role: Ensures validity and reliability.

Example : Employee roles and prior IT knowledge.

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 Schoo
Extraneous Variables Comme

Definition: Variables that are not of interest but may affect

the DV if uncontrolled.

Role: Introduces noise into the study.

Example : Access to personal devices during work hours.

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 Schoo
Additional Variables Comme

Latent Variables: Not directly observed, e.g., system

usability.

Confounding Variables: Influence both IV and DV, e.g., IT

support availability.

Categorical Variables: Represent distinct groups, e.g.,

platform type (Zoom, Moodle).

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 Schoo
Scenario: Cybersecurity Training Comme

IV: Type of cybersecurity training.

DV: Awareness level (test scores).

Moderator: Frequency of training sessions.

Mediator: Confidence in identifying phishing emails.

Control: Employee roles, prior knowledge.

Extraneous: Access to personal devices.

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 The Hypotheses Schoo
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• It is a proposition that is stated in testable form and predicts a particula

relationship between two (or more) variables.

• By test we mean either to confirm it to our satisfaction or to prove it wrong.

• A clearly written hypothesis helps researchers to decide what data to collect an

how to analyze them.
– It typically implies that a change in one variable is caused by change in anothe
variable.
Example:
Employees who perceive greater opportunities for participation in decision making would have
higher level of commitment.

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 Hypothesis Schoo
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The word hypothesis consists of two words:

• Hypo + thesis = Hypothesis
 ‘Hypo’ means tentative or subject to the verification and
 ‘Thesis’ means statement about solution of a problem.
• It is a tentative statement about the solution of the problem.
• Hypothesis offers a solution of the problem that is to be verifie
empirically and based on some rationale.
• It is a brilliant guess about the solution of a problem.

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 Two Types of Hypothesis: Schoo
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 For hypothesis testing: It is common to state research and null

hypotheses
 A null hypothesis (H0) is a statement about a status quo
 Alternative hypothesis (H1) is the opposite of the null hypothesis

 Alternative hypothesis is the research hypothesis- what a researcher

wants to investigate

Examples:
H0: There is no academic performance difference between men and women.
H1: There is significant academic performance difference between men and women.

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 Research questions versus Hypothesis Schoo
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 Research questions are usually broad in nature, and may lend

themselves to a number of answers,
 but hypothesis is capable of being tested and is predictive.

 For example, the statement ‘Why is street crime more common in

inner-city areas’ is a research question and not a hypothesis.

 Hypothesis:

◦ ‘High street crime in inner-city areas is a product of libera

policing policies’.
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 Schoo
Research questions versus Hypothesis Comme

Measurement, however, can only occur if the variables contained in the hypothesis
can be operationally defined
Example:
 What factors provide the key drivers for ensuring business success in the medium
term?

the question is far too vague to provide a basis for measurement.

Returning to the question, we need to operationally define:

 what we mean by ‘business success’: is it output, profitability, cost control or

perhaps a combination of all of these?

 Similarly, what is meant by ‘medium term’? Is it one year, two years, ten years?

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 Schoo
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Theoretical and Conceptual Frameworks

Understanding Their Roles in Research

 Schoo
Objectives Comme

Understand the distinction between theoretical and

conceptual frameworks.

Learn the importance of these frameworks in research.

Explore the components and structure of the IS Success

Model as an example.

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 Schoo
What is a Theoretical Framework? Comme

Definition: A theoretical framework provides a lens or

foundation for understanding research phenomena based on
existing theories.
Purpose: Explains relationships among variables.
Guides hypothesis development and analysis.
Key Elements: Theory description, Relevance to the research
problem.
Application in framing hypotheses or research questions.
04/01/2025 Research Methodology 35
 Schoo
What is a Conceptual Framework? Comme

Definition: A conceptual framework is a visual or narrative

representation of how variables relate to one another in the
context of the study.

Purpose: Focuses on specific constructs relevant to the study.

 Defines the research scope and methodology.

Key Elements: Identified variables, Relationships or linkages

between variables.

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 Differences Between Theoretical and Schoo
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Conceptual Frameworks

Theoretical Framework(definition)
Refers to a well-established theory or set of theories that
underpin the research. It is grounded in existing knowledge
and serves as the foundation for understanding and
explaining the research problem.
It provides a broad perspective on the topic based on
theories developed by previous scholars.

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 Differences Between Theoretical and Schoo
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Conceptual Frameworks

Conceptual Framework(definition)…
A more specific and informal representation of the
relationships between key variables or concepts in a study.

It outlines how the researcher perceives the relationships

among different variables or factors, often based on the
researcher's understanding, observations, and assumptions.

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 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Theoretical Framework(Purpose)
Used to explain and guide the research process based on
existing theories.
Provides a foundation for developing hypotheses or
research questions.
Helps in interpreting results within the context of
established knowledge..
04/01/2025 Research Methodology 39
 Differences Between Theoretical and Schoo
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Conceptual Frameworks

Conceptual Framework(Purpose)
Serves as a visual or descriptive guide for understanding
the key concepts in a study and their relationships.

Focuses on providing clarity about how variables or

concepts are expected to interact or relate in the context
of the study.

04/01/2025 Research Methodology 40

 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Theoretical Framework(Scope)
Broader in scope as it draws upon a body of established
theories.

Focuses on explaining the research problem through

theories, offering a theoretical lens for the study.

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 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Theoretical Framework(Nature)
Generally formal and based on rigorous, proven theories
and models.

Grounded in academic literature, the framework is more

rigid and abstract.

04/01/2025 Research Methodology 42

 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Conceptual Framework(Nature)
More flexible and often informal.

Based on the researcher's personal understanding of the

topic and may evolve during the study.

04/01/2025 Research Methodology 43

 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Theoretical Framework(Representation)
Often described in a detailed narrative form, using existing
theories or models.

May not always be visually represented.

04/01/2025 Research Methodology 44

 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Conceptual Framework(Representation)
Commonly depicted visually in the form of diagrams or
models showing how different variables or concepts are
linked.

Provides a clearer roadmap for the researcher’s focus

during the study.

04/01/2025 Research Methodology 45

 Differences Between Theoretical and Schoo
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Conceptual Frameworks…
 Examples
Theoretical Framework:
 Information Systems Success Model (DeLone & McLean), which
explains system success through variables like system quality, service
quality, and user satisfaction.
Conceptual Framework:Example:
 In e-government research, a conceptual framework could show how
system quality, information quality, and service quality affect user
satisfaction and e-government effectiveness.

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 Differences Between Theoretical and Schoo
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Conceptual Frameworks…

Usage
Theoretical Framework:
 Used in the early stages of the research to justify the study's
approach and to connect the study to existing theory.

Conceptual Framework:
 Used throughout the research to help guide data collection,
analysis, and interpretation of results.

04/01/2025 Research Methodology 47

 Information Systems Success Model (DeLone Schoo
& McLean, 2003) Comme

heoretical Framework: Information Systems Success Model

he theoretical framework draws directly from the well-established DeLone & McLean IS Success Model.
roadly defines key dimensions of system success and their interrelationships, providing a theoretical lens for evaluati
performance.

 Components in the Theoretical Framework:

 System Quality

 Information Quality

 Service Quality

 Use

 User Satisfaction

 Net Benefits

 Relationships:
 System, Information, and Service Quality affect both Use and User Satisfaction.

 Use and User Satisfaction influence each other and lead to Net Benefits.
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 Information Systems Success Model (DeLone Schoo
& McLean, 2003) Comme

Conceptual Framework: Research-Specific Example

The conceptual framework applies the theoretical dimensions to a specific researc

ontext. For example:

 In evaluating e-Government systems, the focus might narrow to:

 Variables: System Quality, User Satisfaction, and e-Government Effectiveness.

 Relationships: System Quality impacts User Satisfaction, which, in turn, affects e-Governme
Effectiveness.

 Conceptual Framework Variables:

 Independent Variables: System Quality, Information Quality

 Mediating Variables: User Satisfaction

 Dependent Variable: e-Government Effectiveness

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 Assignment On Problem Formulation Schoo
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• In order to exercise what you have learned about

the characteristics of the research problem and
how it should be presented, pick any article or
thesis from your library or the internet and review
a research proposal.

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 Assignment On Problem Formulation Schoo
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After reading the proposal, check the report against the following criteria:

1) Is the research problem clearly stated? What is it? Write it out. If i

is not clear, try to detect what it probably is and then summarize it.
2) Does the problem seem to arise naturally from the backgroun
information and questions?
3) Summarize the main points of the argument which lead up to th
problem. If you have difficulty finding the relevant backgroun
information and argument, explain where you see the gaps.
4) Are any sub-problems stated? If so, what are they? Write them ou
Do they really form parts of the main problem?

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 Assignment On Problem Formulation Schoo
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5) Is the proposed research limited in scope? What are the

limitations? (It will help you if you think of different
aspects of the research, e.g. time, place etc.)
6) Did the researcher state what type of research approach would be
used? If so, write a summary of the research activities to be
undertaken.
7) Is there any indication of the importance of the study? Describe how, if
at all, this is conveyed.
8) Is there any reference to, or discussion of, related
literature or studies by other researchers? If so, which?

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 Schoo
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Thank you
FOR Your TIME