Identifying the

Qualitative
Inquiry:

THE PROBLEM
copyright cmassengale
LEARNING COMPETENCIES:
The learner:
Designs a research project related to daily
life (CS_RS11-III-e-1)

Writes a research title ( CS_RS11-III-e-2)

The learner describes the justification for

conducting a research (CS_RS11-III-e-3)
I want to understand the world from your
point of view. I want to know what you
know in the way you know it. I want to
understand the meaning of your
experience, to walk in your shoe, to feel
things as you feel them, to explain things
as you explain them. Will you become my
teacher and help me understand?
James P. Spradley
THE PROBLEM STATEMENT
I.Objectives

 Define a research problem and explain

its importance in a study.

 Distinguish between a research

problem and other parts of research
process.

 Identify the five elements in writing a

“statement of the problem” section.
ESSENTIAL PARTS
In the brief defi nitions that follow,
consider the differences among these
parts of
research:
◆ A research topic is the broad subject
matter addressed by the study. Maria,
for example, seeks to study weapon
possession by students in schools.
◆ A research problem is a general
educational issue, concern, or
controversy addressed in research that
narrows the topic. The problem Maria
addresses is the escalating violence in
schools due, in part, to students
possessing weapons.
◆ A purpose is the major intent or objective
of the study used to address the
problem. Maria might state the purpose
of her study as follows: “The purpose of
my study will be to identify factors that
infl uence the extent to which students
carry weapons in high schools.”
◆ Research questions narrow the purpose
into specific questions that the
researcher would like answered or
addressed in the study. Maria might ask,
“Do peers influence students to carry
weapons?”
 A common error is stating research problems as the purpose of the study or as the
research question.
Poor model. The researcher intends to identify the research problem
but instead presents it as a purpose statement: The purpose of this
study is to examine the education of women in Third World countries.
Improved model. A revision of it as a research problem: Women in Third
World countries are restricted from attending universities and
colleges because of the culturally oriented, patriarchal norms of their
societies.

Poor model. A researcher intends to write about the research problem

but instead Identifies the research question: The research question
in this study is “What factors influence homesickness in college
students?”
Improved model. An improved version as a research problem:
Homesickness is a major issue on college campuses today. When
students get homesick, they leave school or start missing classes,
leading to student attrition or poor achievement in classes during
their fi rst semester of college.
 HOW TO WRITE THE STATEMENT OF THE PROBLEM
After you have identifi ed your research problem, determined that it can and
should be researched, and specifi ed either the quantitative or qualitative
approach, it is time to begin writing about the “problem” in a statement of
the problem section that introduces your research study.

The statement of the problem section includes the actual research problem as
well as four other aspects:

1. The topic
2. The research problem
3. A justification of the importance of the problem as found in the past
research and in practice
4. The deficiencies in our existing knowledge about the problem
5. The audiences that will benefit from a study of the problem

By identifying these five elements, you can easily understand introductions to

research studies and write good introductions for your own research reports.
 THE TOPIC
The opening sentences An educational topic is
of a “statement of the the broad subject
problem” section need matter that a
to encourage readers researcher wishes to
to continue reading, to address
generate interest in in a study and that
the study, and to creates initial interest
provide an initial for the reader.
frame of reference
for understanding the
entire research topic
THE NARRATIVE HOOK
It serves the important function of drawing the reader into a study.
Good narrative hooks have these characteristics: cause the reader
to pay attention, elicit emotional or attitudinal responses, spark
interest, and encourage the reader to continue reading.

A convincing narrative hook might include one or more of the following

types of information:
1. Statistical data (e.g., “More than 50% of the adult population
experiences depression today.”)
2. A provocative question (e.g., “Why are school policies that ban
smoking in high schools not being enforced?”)
3. A clear need for research (e.g., “School suspension is drawing
increased attention among scholars in teacher education.”)
4. The intent or purpose of the study (e.g., “The intent of this study is
to examine how clients construe the therapist–client relationship.”)
THE RESEARCH PROBLEM
After stating the topic in
Since the late 1970s a single-child
the opening discussion, policy has been implemented by
you then narrow the topic the Chinese government to
to a specific research control the largest population in
the world. Selective abortion to
problem or issue. Recall choose a boy could inevitably
that a research problem is skew the Chinese gender
an educational issue, distribution, and is clearly
prohibited by the government. As
concern, or controversy a result, although boys were
that the researcher valued higher than girls in
investigates. Authors may traditional Chinese culture, many
parents eventually have a girl as
present it as a single their single child.
sentence or as a couple of (Wang & Staver, 1997, p. 252)
short sentences. The practical problem in this study
was that boys were valued more
than girls and the policy controls
people in the population.
Although both teacher beliefs about
developmentally appropriate practices with young
children and teacher theoretical orientation to
early reading instruction have been previously
studied, there is a lack of research that connects
the two areas.
(Ketner, Smith, & Parnell, 1997, p. 212)

The “problem” in this case is based on a research

need for more information.
 Justification of the Importance of the Problem
You also need to provide
several reasons that
explain why this issue
is important.

Justifying a research
problem means
presenting reasons for
the importance of
studying the issue or
concern.
 Justification in the Literature Based on Other Researchers and Experts

Suggestions from other For example,

note the suggestions for future
researchers that the research in the concluding
problem needs to be paragraph in the mothers’ trust
studied. in school principals study
(Shelden et al., 2010):

Authors often cite These findings also suggest a need

to examine the extent to which
research problems school principal personnel
that require further preparation programs are
adequately preparing school
study in the principals to build trust and
conclusions of the effective partnerships with
literature such as parents of students with
disabilities.
journal articles. (pp. 168–169)
 Deficiencies in What We Know
For example, deficiencies in the
research may require a need to
In the “statement of extend the research, replicate
the problem” section, a study, explore a topic, lift
the voices of marginalized
you next need to people, or add to practice.
summarize how our
present state of A deficiency in practice means
that educators have not yet
knowledge—both from identifi ed good and workable
research and from solutions for schools or other
educational settings.
practice—is deficient.
Deficiencies in What We Know
In the following example, a researcher indicates
weaknesses in past research and refl ects on
personal experiences:

The past research does not address the cultural

differences of children in preschools. It also
does not consider the multiple factors that
explain teacher interactions with these
students. From observing preschools, the need
further exists to better understand how
teachers interact with preschool children from
different cultures.
THE AUDIENCE
By exploring the need for
athletic trainers in high
The audience in a
schools, school
“statement of the administrators can
problem” section identify potential issues
needs to be identified. that arise when trainers
It consists of are not present, and
coaches can better
individuals and groups understand the
who will read and circumstances in which
potentially benefi t trainers are most needed
from the information at athletic events
provided in your
research study.
Writing the introduction or “statement of the problem” section as an opening passage in
your research report sets the stage for readers to understand your project and
appreciate the strong research orientation of your report.

One strategy you can use as you write your “statement of the problem” section is to visualize
this section as fi ve paragraphs, with each paragraph addressing one of the five aspects of
the section.
◆ Assess whether a problem can and should be
researched. Apply three criteria:
(a) Can the participants and sites be
TIPS
studied? (b) Can the problem be researched
given the researcher’s time, resources, and ◆ The actual “problem” in a study may be hidden
skills? (c) Will a study of the issue in the opening paragraphs. Look
contribute to knowledge and practice? for the issue or concern leading to the study.
Ask yourself what educational “problem” is
◆ Identify and write a distinct research
addressed by the study.
problem. Make it separate from the topic,
the purpose of the study, and the research ◆ Recognize that not all research problems
questions. should and can be researched. A problem
◆ Position the research problem in the can be researched if the inquirer has access
“statement of the problem” section, and to people and sites and if the
present it as the opening passage of a study. investigator has the time, resources, and
skills to adequately study the problem.
◆ When writing the “statement of the problem,”
introduce the reader to the topic, A problem should be researched if the
investigator can claim that studying it will
convey the research problem, justify the
need to study the research problem, add to knowledge or practice.
identify deficiencies in the evidence, and ◆ Look for five elements in the introduction to a
target audiences who will benefi t from study: the topic, the research problem,
the study. the justification for this problem, the defi
ciencies in this evidence, and the
◆ Consider writing the “statement of the
problem” section in fi ve distinct paragraphs importance of the study for audiences. This
structure can help you understand the
to ensure inclusion of all elements. Use
extensive references, cite statistics for a opening passages of a study and the author’s
intent.
quantitative study, and include quotes from
participants for a qualitative study.
 ACTIVITY AND PRESENTATION
UNDERSTANDING CONCEPTS AND
EVALUATING RESEARCH STUDIES Write a “statement of the
You can test your knowledge of the content of problem” section for a
this chapter by answering the following
questions that relate to the parent research study you would
involvement study and the mothers’ trust in
school principals study. Answers to questions
like to conduct.
are found in appendix A so that you can
assess your progress.
1. Examine the first sentence—the narrative Identify the topic, the
hook—for each study as stated below.
research problem, justifi
Evaluate whether it is an effective narrative
hook.
cation for the problem,
a. In past decades, a wealth of studies have the defi ciencies in
showed that parent involvement is
essential in children’s educational process
knowledge about the
and outcomes (Deslandes & Bertrand, problem, and the audience
2005).
b. Parents are meant to be included as
that will benefi t from
fundamental participants in educational studying the problem.
organizations (Shelden et al., 2010).