THE RESEARCH

PROBLEM

By: Dr. Eunice B. Custodio

BulSU-Graduate School

Philippines
RESEARCH PROBLEM
– a research problem is the situation that causes the
researcher to feel apprehensive and confused. it is
the demarcation of a problem area within a certain
context involving the who or what, the where, the
when and the why of the problem situation.
– There are many problem situations that may give rise
to research. Three sources usually contribute to
problem identification:
– Own experience or the experience of others may be a source
of problem supply.
– A second source could be scientific literature. You may read
about certain findings and notice that a certain field was not
covered. This could lead to a research problem.
– Theories could be a third source. Shortcomings in theories
could be researched.
– research can be aimed at clarifying or
substantiating an existing theory, at clarifying
contradictory findings, at correcting a faulty
methodology, at correcting the inadequate or
unsuitable use of statistical techniques, at
reconciling conflicting opinions, or at solving
existing practical problems (Gerber: 2010).
–
 YOU CAN ALSO CONSIDER THE
FOLLOWING FOR YOUR RESEARCH PROBLEM:
– Aim or purpose of the problem for investigation.
– The subject matter or topic to be investigated.
– The place or locale where the research is to be conducted.
– The period or time of study during which data are be
gathered.
– Population or universe from whom data are to be
collected.
SELECTING A RESEARCH PROBLEM
– Analyzing the research problem
– Identifying the variables
– Stating the problem
– Evaluating the Problem
– Setting up of a sub-problem
– Presentation of the problem
Consider the following figures in analyzing a research problem:
FIGURE 1.RESEARCH PROBLEM
Teachers’ Job Satisfaction & Leadership Traits of School
Heads
Qualitative

– Data gathering tools

– Survey questionnaire
quali
– Interview Guide Questions
– FGD
– Observation
– Field notes
Gov.Employees’ Job Satisfaction & Leadership Traits of
Department Head
Qualitative

– Data gathering tools –

Document analysis – official documents
– Survey questionnaire
quali
– Interview Guide Questions (KIIGQ)
– FGD
– Observation –
-video recorded -Documentary Analysis
– Field notes
results can be presented through: tables,
graphs, charts, %, mean, stat treatment

– RESEARCH DESIGN
– Descriptive-survey method – 5 or 4 Likert Scale -Descriptive Interpretation
– 5 – Very Much Satisfied, 4 –Much Satisfied, 3-Satisfied, 2 – Less , 1 –Not Satisfied
– Standardized, validated self-made
– modify

-Correlation Study –
hypothesis of the study, statistical treatment , ANOVA
-Experimental Study – pre test post post, control and experimental
group, quasi experimental, one group.
FIGURE 2. THE RESEARCH PROCESS
 OTHER SOURCES OF A RESEARCH
PROBLEM
There are a wide variety of resources available to assist you
in locating articles for your review of related literature.
– Experience and observations.
– The vast amount of literature in your own field.
– Courses that you are taking.
– Journals, books, magazines, internet and abstracts.
– Theses and Dissertation.
– Your Professor/Instructors and your Classmates.
 Many of these are available through your college or public
library in computerized database form.You can also search through
internet WebOPAC. The following are some of the electronic
journal available on internet.
a) Education Index - covers professional publications, precedes the
use of CIJE (current Index to Journals in Education).
b) Readers Guide to Periodical Literature - covers articles from
200 widely read magazines (popular literature).
c) Dissertation Abstracts International - contains bibliographic
citations and abstracts from doctoral dissertations and master’s
theses worldwide.
d) Psychological Abstracts - presents summaries of studies
completed in psychology, including developmental psychology
and educational psychology. These two areas are of special
interest to educational researchers.
e) ERIC - the Educational Resources Information Center collects
and disseminates reports of current educational research,
evaluation, developmental activity.
f) RIE - Resources in Education, this ERIC database contains
bibliographic citations and summaries to information not
published in journals, conference presentations, technical reports,
and unpublished research results.
g) CIJE - Current index to Journals in Education, this ERIC
database contains bibliographic citations and article summaries to
journals.
h) Library OPAC – ex. Dela Salle University Library WebOPAC at
www.dlsu.edu.ph, the abstracts of the research study are
available.
i) Elsevier –Scopus
j) Clarivate –
CRITERIA OF A GOOD RESEARCH
PROBLEM
– Novelty and avoidance of unnecessary duplication.
– Significance for the field represented and implementation.
– Interest, intellectual, curiosity and drive.
– Sponsorship and administrative cooperation.
– Cost and returns.
– Time factor.
– Training and personal qualification.
– Availability of data or method.
– Special equipment and working conditions.
STATEMENT OF RESEARCH
PROBLEM/OBJECTIVES
An adequate statement of research problem is one of the most
important parts of research. The research and objectives capsulize the questions
to be answered by the research and its direction. It gives the specific factors or
variables of the communication phenomenon, process or event to be suited.
However, an accurate determination of these variables makes a good
thesis proposal.
The research problem states the question or questions that the study
hopes to answer. The research problem should be relevant to the times,
measurable and testable, and linked to a certain theory or principles.
 SIGNIFICANCE OF THE STUDY
It is to the advantage of the researcher/s to state all the significant
contributions that this study will make as follows:
– Rational, timeliness and /or relevance of the study should be clearly stated.
– Contribution to the accumulation of knowledge or to filling up a knowledge or
gap.
– Contribution to building, validating or refining prevailing theories.
– Contribution to meeting a pressing need of a specific group like solving a
problem or improving certain conditions, possible implication and
– Contribution or refining concepts, improving research instrumentation and
methodologies.
SCOPE AND DELIMITATIONS OF THE
STUDY
Scope defines the coverage or boundary of the study in terms of the area
or locality and subjects or population covered, the duration or period of the study
and the research issues are focused.
Limitations are statements, which alert the reader of the research report
to certain constraints over which the researcher has no control.
Delimitation defines the conditions beyond the control of the researcher
that may place restrictions on the conclusions of the study and their application or
other situations.
 The Scope and Delimitation of the study should include the
following:
– A brief statement of the general purpose of the study.
– The subject matter and topics studied and discussed.
– The locale of the study where the data were gathered or the identity
to which the data belong.
– The population or universe from which the respondents were
selected and
– The period of the study.
REVIEW OF RELATED LITERATURE
& STUDIES
Related literature and studies help the researcher understand his topic
better because it may clarify vague points about his problem.
It also guides the researcher in making comparisons between his
findings with the findings of other similar studies. So it is necessary that the
related materials should have true value.
The review of related literature/ studies involves the systematic
identification, location and analysis of documents containing information on
the research problem. They are presented in topical form irrespective of whether
they are foreign or local studies and not necessarily arranged in chronological
order.
 The writer should give a brief summary of the written
literature and studies that have relationship with the study being
undertaken. It should start with the dependent variable(s).

Cited authors in both cases should be grouped according to

the variables of the study. As much as possible all the variables
should be included in the review.
RELATED LITERATURE
– Review of Literature is a process of identifying, collecting and
reviewing articles/theses as well as selecting and citing passages
within the articles and unpublished theses that are relevant to the
study
– Related literature includes research findings, published or
unpublished theories and principles formulated by experts or
authorities in some field or discipline; and ideas or opinion of
experts contained in books, pamphlets, magazine and periodicals.
– CMO, municipal ordinances, RA
– DO no.. s
 Suggestions for Writing a Review of
Related Literature -2011 to present
The following are some suggestions that you might find helpful as
you start to write your review of related literature.
– Make an outline (if you have not already done so).
– Analyze each reference in terms of your outline.
– Take all references identified for a given subheading and analyze the
relationships or differences between them.
– Your review should start with the articles least related to your research
problem and proceed to those most related. The later articles converge on
the research question.
RELATED STUDIES

– Related Studies are investigations that are usually

published and unpublished materials like manuscript,
theses and dissertations which are conducted
previously to which the present study had similarity
and relatedness.
– Walter (2013) identified several problems concerning the use of blended learning
in schoo
– Similar with
Importance of a Review of
Literature/Studies
The review of literature helps the researcher to:
1. The review helps the researcher develop a thorough understanding and insight
into previous work. It assists the writer in searching for a topic, guide in
the formulation of the conceptual framework and in the preparation of
the research design, methodology, sampling techniques, instrumentation
and statistical analysis.
2. Understand what is already known and not known about the research problem,
thus helping in formulating a more logical justification for conducting the
study.
3. Formulating a conceptual framework that shows relationship of the
different variables central to the study.
4. Developing hypothesis that are based on previous research findings. It
provides information that may support and strengthen the findings of the
study on hand. It should be observed that surveyed materials should be
relevant and updated and materials reviewed should be reliable and
objective.
5. Explicating or separating concepts that are closely related such as
awareness and knowledge, or opinion and attitudes
6. Discussing the findings in a comparative fashion relative to other
studies.
Guides in Conducting a Review
In conducting a review, the researcher/s should bear in mind the following
questions:
1. What type of research has been done?
2. What has been found in previous studies (findings)?
3. What suggestions or recommendations do other researchers make for future studies?
4. What has not been investigated?
5. How can the proposed study add further to our knowledge?
6. What research methods/designs were used in previous studies?
Answers to these questions will usually help define a specific hypothesis or
research question.
Conducting a Library Research
The review of literature starts with a library research. This major task
requires the following skills:
– Finding sources
– Evaluating sources
– Taking notes
 Characteristics of Related Literature and
Studies

– The related materials should be as recent as possible. It is important that

reviewed materials must be new and recent because of the rapid change in
technology, social, economic, scientific and human lifestyle.
– Reviewed materials should be objective and unbiased.Avoid reviewed
materials that is extremely political or religious or one-sided.
– Surveyed materials should be related to the study. Relevant or similar
materials to the research must be reviewed.
– The reviewed materials should be based upon genuinely
original and true facts or data must be valid and reliable.
– Avoid materials where fictitious data are supplied just to complete
the research report because it is hard to prove.
– Reviewed materials should not be too few and too many. The
researcher should provide sufficient enough reviewed materials to
give insight into the research problem or to indicate the nature of
the present studies. However, the number may also depend upon the
availability of related materials.
HYPOTHESIS
A hypothesis is a specific, testable prediction about what you expect to
happen in your study.
For example, a study designed to look at the relationship between study
habits and test anxiety might have a hypothesis that states, “This study is
designed to assess the hypothesis that students with better study habits will
suffer less test anxiety.” Unless your study is exploratory in nature, your
hypothesis should always explain what you expect to happen during the course of
your experiment or research.
Hypothesis comes from the Greek prefix hypo meaning beneath or
underlying and the Greek word “thesis” meaning a proportion or statement that can
be supported by argument or evidence.It is a conjectural statement of the significant
relationship between two or more variables. It is still doubtful and needs to be
tested.
TYPES OF HYPOTHESES
There are two general types:
1. The Null Hypothesisstates that there is no significant
relationship between the independent variables and at the
dependent variable: or the independent variable does not affect
significantly the dependent variable.
2. The Alternative or Experimental or Research Hypothesisstates
that there is significant relationship between the independent
variables the dependent variable. This type states very explicitly
whether the relationship is direct or inverse.
THEORETICAL AND CONCEPTUAL
FRAMEWORK
Conceptual and theoretical framework needs to be consistent and
related.It is a complete presentation of the variables to be observed in the
current study.
It is the ideas defined in a way the researcher wants.
It is understood in the current research, the operationalization of the
variables-concepts, the visible indicators or the variables-concepts, the
scheme of measuring the variables.
It focuses on the specific stipulative and operational definition of
concepts and variables with respect to the particular research problem.
 PARADIGM OF THE STUDY
The following diagrams can be considered as conceptual models of the study (Paradigm of
the Study).

Sample 1 Independent Variables (IV’s) Dependent Variables (DV’s)

Research Hypotheses. The IV’s are significantly related with the DV or the IV’s are
significant predictors of the DV. (The leadership traits of the department heads have no significant
relationship with the work values of the employees)
Sample 2
Independent Variables Dependent Variable 1 Dependent Variable 2

BENEFITS – WORK ENVI JOB SATISFACTION -PRODUCTIVITY

LEADERSHIP -PERFORMANCE

Research Hypotheses. The IV’s are significantly correlated with DV1

and consequently, DV1 is significantly correlated with DV2.
Sample 3

IV DV

IV
Teacher
School
Mv
Family
Dv
Acad performance
Participation in the Co-Extra curricular activit
Parents involvement
Academic Support of the parents

MV
(Moderating Variables)

Research Hypotheses.The IVs have significant effects on the DV. The MVs significantly influence the
effects of the IVs on the DV.
– IV
-School Factor (Administration -Leadership) SIP,AIP, Trainings, Seminars,
LAC, INSET etc.)
- Commitment, Dedication, Motivation
– MV
– - Demographic Profile of the teachers (SG, educ. attainment etc)
– DV
– Teachers’ Participation in the School

Professional development Program

Sample 4
Input Process Output Outcome

Research Hypotheses. There is significant difference between the pre-test

and the post-test or there is significant difference between the post test of the
experimental group and the post test of the control group.
Statistical Treatment Applicable for each
Model
Sample 1 and 2
Correlation Coefficient with T-test for significance of the correlation.
Sample 3
Multiple regression Analysis and ANOVA for Single and Combined
effects of the IVs on the DVs (t and F tests).
Sample 4
T-test for significant difference if applicable, significant difference
between pretest and posttest.
VARIABLES
A variable is a characteristic that has two or more mutually
exclusive values or properties. They are attributes. Qualities of the
cases that we measure or record.
For example, if the cases are persons, the variables could be
sex, age, height, weight, feeling of empowerment, math ability,
etc.
TYPES OF VARIABLES
1. Dependent Variables (DV). Is the variable that will change as a result of
the variations on the independent variable(s).
2. Independent Variables (IV). Is that factor which measured, manipulated or
selected by the experimenter to determine its relationship to an observed
phenomena.
3. Moderating Variables (MV). Factor which is measured manipulated or
selected by the experimenter to discover whether it modifies the relationship
of the independent variable to an observed phenomena.
4. Intervening Variables (Control Variables). Is defined as those factors
which are controlled by the experimenter to cancel out or neutralized any
effect they might have no observed phenomena. Ex. intelligence quotient,
socio-economic status.
 Usually there is only one dependent variable, and it is the
outcome variable, the one you are trying to predict. Variation in the
dependent variable is what you are trying to explain. For example, if
we do a study to determine why some people are more satisfied in
their jobs than others, job satisfaction is the dependent variable.
The independent variables, also known as the predictor or
explanatory variables, are the factors that you think explain variation in
the dependent variable. In other words, these are the causes. For
example, you may think that people are more satisfied with their jobs if
they are given a lot of freedom to do what they want, and if they are
well-paid. So job freedom and salary are the independent variables,
and job satisfactionis the dependent variable.
 This can be diagrammed as follows:
Independent Variable (IV) Dependent Variable (DV)

Job Freedom

Job Satisfaction

Salary

There are actually twoother kinds of variables, which are basically independent variables,
but work a little differently. These are moderator and intervening(control) variables.
 A moderator variable is one that modifies the
relationship between two other variables. For example,
suppose that the cases are whole organizations, and you
believe that diversity in the organization can help make
them more profitable (because diversity leads to fresh
outlooks on old problems), but only if managers are
specially trained in diversity management (otherwise all
that diversity causes conflicts and miscommunication).
– Extraneous variables – These are all variables, which are not
the independent variable, but could affect the results (e.g.
dependent variable) of the experiment. Extraneous
variables should be controlled were possible. They might be
important enough to provide alternative explanations for the
effects.
 Here, diversity is clearly an independent variable, and
profitability is clearly a dependent variable. But what is diversity
training? Its main function seems to be adjust the strength of
relation between diversity and profitability

An intervening or intermediary variable is one that is

affected by the independent variable and in turn affects the
dependent variable. For example, we said that diversity is good for
profitability because diversity leads to innovation (fresh looks)
which in turn leads to profitability. Here, innovation is an
intervening variable.
We diagram it this way:
Diversity Innovativeness Profitability

Note that in the diagram, there is no arrow from diversity

directly to profitability. This means that if we control for
innovativeness, diversity is unrelated to profitability. To control for
a variable means to hold its values constant.
 Also, suppose we measure the diversity, innovativeness and
profitability of a several thousand companies. If we look at the
relationship between diversity and profitability, we might find that the
more diverse companies have, on average, higher profitability than the less
diverse companies.
But suppose we divide the sample into two groups: innovative
companies and non-innovative. Now, within just the innovative group, we
again look at the relationship between diversity and profitability. We might
find that there is no relationship. Similarly, if we just look at the non-
innovative group, we might find no relationship between diversity and
profitability there either. That's because the only reason diversity affects
profitability is because diversity tends to affect a company's
innovativeness, and that in turn affects profitability.
DEFINITION OF TERMS/VARIABLES

All terms found in the paradigm of the study (independent and

dependent variables/ Input, Process and Output) should be defined conceptually
and/or operationally, and should be arranged alphabetically.