Chapter 2 - Creswell, Educational Research: Planning, Conducting, and Evaluating

Chapter 2: Identifying a Research Problem Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Edition 5 John W. Creswell By the end of this chapter, you should be able to: Define a research problem and explain its importance in a study Distinguish between a research problem and other parts of the research process Identify criteria for deciding whether you can or should study a research problem Describe how quantitative and qualitative research problems differ Learn the five elements that compromise a “statement of the problem” section Identify strategies useful in writing a “statement of the problem” section What Is a Research Problem? A research problem is an educational issue or concern that an investigator presents and justifies in a research study. Locating the Research Problem Look in the opening paragraphs of the study for one or more of the following: What is the issue or problem? What controversy leads to the need for a study? What concern is being addressed behind the study? Is there a sentence such as, “The problem being addressed in this study is…”? Why the Research Problem Is Important It establishes the importance of the topic. It creates reader interest. It focuses the reader’s attention on how the study will add to the literature. How the Problem Differs From Other Parts of Research A research problem is an educational issue or problem addressed in the study. A research topic is the broad subject matter being addressed in a study. A purpose is the major intent or objective of the study. Research questions are those that the researcher would like answered or addressed in the study. Differences among the Topic, Problem, Purpose, and Questions General Specific Topic Research Problem Purpose Statement Research Question Distance learning Lack of students in distance classes To study why students do not attend distance education classes at a community college Does the use of website technology in the classroom deter students from enrolling in a distance education class? Determining Whether a Problem Should Be Researched Can you study the problem? Do you have access to people and sites? Do you have the time, resources, and skills to carry out the research? Should you study the problem? Does it advance knowledge? Does it contribute to practice? Determining Whether a Problem Should Be Researched (cont’d) Will your study fill a gap or void in the existing literature? Will your study replicate a past study but examine different participants and different research sites? Will your study extend past research or examine the topic more thoroughly? Will your study give voice to people not heard, silenced, or rejected in society? Will your study inform practice? How Research Problems Differ for Quantitative and Qualitative Research Use quantitative research if your research problem requires you to: Measure variables Assess the impact of these variables on an outcome Test theories or broad explanations Apply results to a large number of people Use qualitative research if your research problem requires you to: Learn about the views of the people you plan to study Assess a process over time Generate theories based on participant perspectives Obtain detailed information about a few people or research sites Five Elements of a “Problem Statement” Topic Justification for the Problem Deficiencies in the Evidence Relate Discussion to Audiences FLOW OF IDEAS Subject area Research Problem A concern A problem Something that needs a solution Evidence from the literature Evidence from practical experiences In this body of evidence, what is missing? What do we need to know more about? How will addressing what we need to know help: researchers educators policy makers individuals such as those in the study Advancing the Topic The topic is introduced in the first paragraphs. The topic includes the general subject matter. The topic must be introduced with general ideas so that the reader can relate to it. The Narrative Hook The narrative hook should be the first sentence of the study. Functions of the narrative hook Causes the reader to pay attention Elicits an emotional or attitudinal response from the reader Causes the reader to continue reading Information that can be included in the narrative hook Statistical data A provocative question Need for research Intent of the study Stating the Research Problem Introduce the problem in the opening paragraph Identify an issue Research-based research problems Practical problems Reference the problem using the literature Justifying the Importance of the Research Problem Justification based on what other researchers have found Justification based on your workplace or personal experiences Justification based on the experiences others have had in the workplace Identifying Deficiencies in the Evidence What do we still need to know? What else do we need to know to improve practice? Identify the Audience Ask the following question: “Who will profit from reading my study?” Other researchers Practitioners Policy makers Participant groups (e.g., parents, administrators) Writing the Statement of the Problem Section Include one paragraph for each of the five elements Heavily reference this section to the literature Provide statistics to support trends Use quotes from participants (in moderation) Example of the Flow of Ideas in the Problem Statement Topic Research Problem Justification for Research Problem Deficiencies in the Evidence Relating the Discussion to Audiences Subject area Concern or issue A problem Something that needs a solution Evidence from the literature Evidence from practical experience In this body of evidence what is missing or what do we need to know more about? How will addressing what we need to know help researchers, educators, policy makers, and other individuals? An Example Parents’ role in promoting access to college Flow of Ideas Need for Better access for students of color Past literature has documented poor attendance Need to evaluate how parents can promote access Parents can better assess their role Counselors can better involve parents Colleges can better work with parents