the problem and its setting

7/27/2019 THE PROBLEM AND ITS SETTING

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WHAT GOES into CHAPTER I of the

RESEARCH MANUSCRIPT (ASI format)

(The Problem and Its Setting) A lecture aid of Dr. Erlinda L. Natulla



CHAPTER ITHE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

STATEMENT OF THE RESEARCH PROBLEM

Hypothesis / ses

Scope and Limitations of the Study

Operational Definition of Terms

Significance of the Study (Justification*)



Background of the Study

Describes and explains the currentsituation / or context of the subject to befocused on

- reviews the historical events relatedto the problem; the evolution of

policies including legislation- highlights crucial events / factors

related to the problem



Background of the Study…

Discusses the development regarding thesubject or problem

- personal / community / cultural

- institutional or organizationalperspective

Shows (discusses) that the subject is worthlooking into (why the study is relevant)

…comprehensive…clear…concise



What is alreadyknown about thesubject

What the researcher

would like to know



Processes of research problem identification

and delineation



Defining what is the research problem to beanswered is the first major decision step

in the research process.

Assumptions:

* One has to be familiar with thesubject s/he is working on.

* Recognition of the subjective element

in research as it enters into any of the steps of social research.



Initial guide questions informulating a research problem:

What do I want to find out? Whatquestions need to be answered by theresearch?

Why is there a need to answer theresearch questions being raised?

Who will be using the information? Forwhat purposes?



Criteria in choosing & deciding on aresearch problem:

Personal interest (presupposes familiaritywith phenomenon and drawing meaningfrom it)

Originality / novelty

Researchable (in practical terms – datacan be made available through a specificmethod)



Criteria in choosing a research problem…

Relevant / potential contribution topresent knowledge of the discipline

Feasible (in relation to available resources)

No ethical impediments



SOURCES OF RESEARCHPROBLEMS

Analysis of needs

Intellectual curiosity

Systematic search for a problem (readings,symposia, forums / fora)

Prescription

Researcher‟s specialization, a specific area of knowledge

Consideration of existing practice and needs in

a particular field



Sources of research problems…

Instructional program in graduate programs (aslectures / fora, discussions / symposia, reports,

readings)

Institutional research agenda

Repetition or extension of investigations

Sequel studies or off-shoot studies



CONCEPTUALIZING THERESEARCH PROBLEM

From theory

(deductive process)

to reality

From examination of realityTo generalization or

hypothesis to be further validated

(inductive process)



PHASES OF PROBLEM FORMULATION

Phase 1

Selecting the generalSubject area

Phase 2 Refining the subject area

Phase 3

Reviewing the literature

Phase 4

Refining the subject area

further

Phase 5

Examining relationshipsbetween concepts

Phase 6

Relating the research problem

To existing theory

Phase 7 Constructing the hypothesis

Reviewingtheliterature


Reviewing theliterature




STATEMENT OF THE PROBLEMCharacteristics of a good research problem:

1. Specific, focused… clearly defined terms,unambiguous…deals with a limitedaspect of a certain phenomenon.

Variable is a facet of a phenomenon thatchanges in value*, can be observed, andcan be measured.

*the label used to denote a specific measurement of a variable; the different

attributes of a variable; the label of a category and is expressed in eitherword or number.

Ch t i ti f d h



Characteristics of a good researchproblem…

2. Intends to fill a research gap

…..relevance

…..originality and novelty

in relation to the subject and / orresearch design



Variable = is an attribute/characteristic thatdiffers in quantity or quality among

different persons, objects, times, places,etc. The different parenting experiences of child protection workers within their

homes of origin would be a variable. If allthe workers had been parented in thesame way, parenting experience wouldnot be considered a variable; it would be aconstant.



Example of a research statement:

How may the effectiveness of Program A beevaluated in terms of client outcomes?

1. Has Program A increased clients‟ capacity inmaking own decisions?

2. Has Program A increased clients‟ capability

in problem solving?



Concept Indicators Variables WorkingDefinition

Interventioneffectiveness

Positiveeffect onclient

Helpfulnessof process

Clientoutcomes

Increasedcapacity inmaking owndecisions

Increasedcapability of client in

problem solving

E l f h t t t



Example of research statement:

How may the modal personality of successfulworking married women be described?

1. To what extent are they (married women)

aware of & consider their own individualneeds?

2. To what extent are they able to demonstrate

the ability to assertively communicate theirown individual needs to their significantothers?

C t I di t V i bl W ki



Concept Indicators Variables WorkingDefinition

Self-

esteem

Awareness &

Considerationof own needs

Awarenessof andconsiderationof ownfeelings

Self-

awareness

Self-

Respect

Increased

awareness of own needs andfeelings

Considerationof and respectfor own needsand feelings

Ability toassertivelycommunicatethese to

significant others

C t I di t V i bl W ki D fi iti



Concept Indicators Variables Working Definition

Wealth Monthly

income Totaldeclaredassets

Perceptionof

contentment

& security

Income

Assets Level of well-being

in terms of beingprovidedfor in

relation tobasic lifeprovisions

Not less than

P/300, 000.00 cashincome annually

Not less thanP/1,000, 000.00

total worth of properties

Capacity to

declare that aboveincome and assetsare adequate basic

provisions for well-being and security



Other examples of variables:

(Human relations competencies)

a. intrapersonal competence

b. interpersonal competence

c. ability to work in and with a team

d. ability to work within an organization



(Learning environment)

a. curricular program/s and content

b. teaching methods and styles

c. student factor (study habits,discipline,motivation)

d. co-curricular activities

e. facilities

f. social climate

Examples of research problem statements (Choose one between



Examples of research problem statements (Choose one betweenthe two statements. Explain your decision.)

Set A

How are human relations competencies (to includeintrapersonal & interpersonal competencies, abilityto work in & with a team, ability to work within anorganization) related to genuinely effective

leadership in the work setting? Is there or is there not a relationship between

human relations competencies (to includeintrapersonal & interpersonal competencies, ability

to work in & with a team, ability to work within anorganization) and genuinely effective leadership inthe work setting?

Set B



Set B

Of the various identified facets of the school learningenvironment (to include these dimensions: a.

curricular program/s and content, b. teachingmethods and styles, c. student factor inclusive of study habits, discipline, motivation, d. co-curricularactivities, e. facilities, f. social climate) whichvariable is considered by the majority of students asthe most important?

How important are each of the various identifiedfacets of the school learning environment (to includethese dimensions: a. curricular program/s andcontent, b. teaching methods and styles, c. studentfactor inclusive of study habits, discipline,motivation, d. co-curricular activities, e. facilities, f.social climate) to majority of the students?



HYPOTHESIS

= a statement tentatively explaining certainbehaviors, a phenomenon, or event. Itstates the researcher‟s expectations

concerning the relationship between (oramong) the variables in the researchproblem. It is a testable statement of a

potential relationship between two ormore variables.



Hypotheses (Yegidis, Bonnie and RobertWeinback. 1996. Research Methods for Social

Workers. MA: Allyn and Bacon.)

“If the literature review suggests a possibleanswer to a research question or some aspect of it, then it may be appropriate for the researcher

to predict what will be found when data aresubsequently collected and examined. Theprediction is stated in the form of a hypothesis.… a hypothesis can be thought of as a

conclusion that flows logically from the review of literature or an apparent answer to a researchquestion. Another way of viewing a hypothesis:



Hypotheses…

“… Some… define a hypothesis in a way that

describes its general construction… as „astatement of a relationship between or amongvariables.‟ When researchers formulate ahypothesis, frequently they are convinced that

there is evidence (reflected in existingknowledge) to suggest that two phenomenamay be related in some specific way. Theyconstruct a carefully worded statement (thehypothesis) saying what they think thatrelationship is. They thereby suggest theirintention to demonstrate evidence of its

existence in their own research.” pp. 73 - 74



“…fine-tuned research question stated inthe form of hypothesis” (ELN, 2002)

“…the most specific statement of theproblem.” (Sevilla, et al., 1992)

A hypothesis can be directional (directionof possible relationship is referred to) ornon-directional (no stated direction,

neutral)



Characteristics of a goodhypothesis:

1. Hypotheses for relational studies shouldstate in definite terms the plausiblerelationship between and among

variables. For studies of cause andeffect, the hypotheses may be stated interms of cause and effect.

Examples:



Examples:

Among urban middle-income familiesliving in City A, family spending habitswould be related with the amount of family savings.

In the City of A, urbanization has resultedin the disintegration of the traditionalfamily structure.



Characteristics of a good…

2. A hypothesis should be testable.

Fine-tune operational definition of terms.



Characteristics of a good…

3. A good hypothesis follows the findings of previous studies.

Based on and / or dovetails with the findingsof previous research studies (deductive).

Kinds of H potheses



Kinds of Hypotheses

The Null Hypothesis = states, in fact, that there is noassociation, relationship, effect, interaction between oramong variables. States the opposite of what theresearcher has logically come to see as some kind of

preliminary conclusion or guess on what s/he intendsto prove in a particular research.

Example: Students in the Research Methods course

who read course references, listen to and understandlectures & discussions, and have adequate writingabilities in the language used will not submit timelygood research papers at the end of the semester.



Kinds of hypotheses… Alternative hypothesis = the operational

statement of the research hypothesis. Theexpectation with regards to the researchfindings and conclusions … based on existing

theory.

Example: Students in the Research Methodscourse who read course references, listen toand understand lectures, participates in thediscussions, and have adequate writing abilitiesin the language used will submit timely good

research papers at the end of the semester.



SCOPE & LIMITATIONS of theSTUDY

Coverage (geographic, time, period of timestudy was done, research population, researchmethod/s & techniques…)

Extent – depth as seen in levels of research: exploratory,

descriptive, causative, experimental, alternative

approach/es; – Single variable…multi-variables

– Single….combination of / multiple methods

How to define terms (especially the terms used in



How to define terms (especially the terms used inthe formulation of the general and specific

statements of the research problem)

Operational definition of terms would have atleast 2 components:

– Universal / general meaning (would usually needtechnical / general references or authoritativesources)

– Particular meaning of term as used in the specificstudy



Examples:

Awareness & consideration of own needs and

feelings

= is the individual‟s psycho-social reality whichdemonstrates that the individual has anincreasing awareness of & consideration of his/her own personal dynamics. In this study, it will focus more on the individual‟s awareness of

his/her own needs and feelings, his/her consideration of and respect for own needs and feelings, and the ability to assertively communicate these to significant others.



Perception of being well-provided for = an

individual‟s self assessment in terms of provisions particularly his/her own assessment based on not less than P/300,

000.00 cash income annually and not less than P/1,000, 000.00 valuation of total worth of properties, the person has the capacity to declare that his/her income and assets are adequate provisions for well-being and security.

SIGNIFICANCE of the STUDY



SIGNIFICANCE of the STUDY

Clear statements specifying to whom

(institutions, organizations, sectors / groups,individuals) the Study would be useful orrelevant and significant; and WHY would it be

so. Include significance / relevance / usefulness to

the researcher him /herself (if this has not beendiscussed in the earlier discussion for StudyBackground (Setting / Context). If coveredearlier already, just a summary statement.



Other constructs

Conceptual Framework = configures



Conceptual Framework = configuresmajor concepts / variables involved

in a specific research problem(after

the statement of Hypthesis/ses or at theend of Chapter I; can also be in ChapterII - Review of the Related Literature

and Studies)

Theoretical Framework = configureselements of a theory or a set of related

theories involved in / important for aspecific research problem (usually in

Chapter II)

Analytical Framework = a schema of



Analytical Framework = a schema of concepts / constructs / variables thatresearcher will use or has used for

analyzing data in Chapter IV (can be firstclarified in Chapters I or II; and explained

further in Chapter III)

Interpretative Framework = a schema of concepts / variables / theoreticalelements / theories that can be used for

interpreting data in Chapter IV (can befirst clarified in Chapters I or II; and

explained further in Chapter III)



Theoretical Orientation = established

major theory/ies related to theresearch problem that the researcherenvisions would be useful in the lateranalysis and interpretation of research data that will be obtained(This is contained in Chapter II)



These (Conceptual Framework / TheoreticalFramework / Analytical Framework /

Interpretative Framework) can bepresented using diagrams, schemas,images, or pictures. The textual discussionand explanation can be before or after (or

both) the diagram/image.

the problem and its setting

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