Presentation on theme: "Selection and Formulation of Research Problem"— Presentation transcript:
1Selection and Formulation of Research Problem One of the most difficult phases of a research project is the choice of a suitable problem (true/false)A researcher can be compared to an ant, which brings its single grain of sand to the anthill (true/false)Great discoveries usually happen by accident or sheer luck (true/false)Researchers are specialists rather than generalists (true/false)
3Behavioral Researchers… Analyze limited aspects of broad problemsQ: Why can’t we afford to do more than this?Learn more and more about less and less until we know everything about nothing?
4QuestionWhat are some of the obstacles which may discourage a person from undertaking research?
5Why choosing a topic is a real challenge? Beginners possess real problem awareness
6Where do you see problems that can ignite your mind to think about research? ClassroomSchoolCommunityOwn teaching experiencesClassroom lecturesClass discussionsSeminars/workshops/paper presentationsInternetOut-of-class exchanges of ideas with fellow students and professorsReading assignmentsTextbooksSpecial assignmentsResearch reportsTerm papersConsultation with…Course instructorAdvisorMajor ProfessorFaculty member
7Number ONE Requirement… You need to have an inquisitive and imaginative mindYou need a Questioning attitudeWonder why?
8Answer the following preliminary questions… Is the problem/topic significant enough?Is it feasible (practical/possible for me to do it)?Is it free of unknown hazards/dangers?Is it clear (unambiguous)?
9Actively involve yourself (and other experts) in NARROWING & REFINEMENT of the problem Narrowing the focusPopulationSituation (time, condition, subject availability, researcher’s readiness, resources available, etc.)MeasurementsIssue(s) dealt with?Setting the scope of the problem (“this is my line…I won’t go beyond it…”)
10Note:There are times when it is appropriate to replicate (repeat) a study to verify its conclusions or to extend the validity of its findings to a different situation or population
11Characteristics of good topics? Interesting – keeps the researcher interested in it throughout the research processResearchable – can be investigated through the collection and analysis of dataSignificant – contributes to the improvement and understanding of educational theory and practiceManageable – fits the level of researcher’s level of research skills, needed resources, and time restrictionsEthical – does not embarrass or harm participants
12Causes of aggression and violence Remembering and forgetting The following research topics are either faulty, too broad, or completely inappropriate. Revise each so that it reflects the characteristics of a good research topicCauses of aggression and violenceRemembering and forgettingImproving MemoryThe effects of stressful environments on health and social interactionThe effect of early childhood experiences on later developmentBest ways to treat depressionReducing prejudice and inter-group conflict
13Examples of good research problems (in the form of questions) Does client-centered therapy produce more satisfaction in clients than traditional therapy? (experimental design)Does behavior modification reduce aggression in autistic children? (single-subject experimental design)Are the descriptions of people in social studies discussions biased? (grounded theory design)What goes on in an elementary school classroom during an average week? (ethnographic design)Do teachers behave differently toward students of different genders? (causal-comparative design)How do parents feel about the school counseling program? (survey design)How can a principal improve faculty morale? (interview design)
14Any problem with these research problems? Is God good?What is the best way to teach grammar?What would life be like today if World War II had not occurred?
15Defining Terms (e.g. : ‘humanistic classroom’) Constitutive definition = dictionary approachClarify by example = using a model (replica/type) and describe the characteristics of the modelOperational definition = researcher specifies the exact nature of meaning for using a particular term(s)
16“motivated to learn math” (which ones are operational?) As shown by enthusiasm in the classAs judged by the student’s math teacher using a rating scale she developedAs measured by the ‘math interest’ questionnaireAs shown by attention to math tasks in classAs reflected by achievement in mathematicsAs indicated by records showing enrollment in mathematics electivesAs shown by effort expended in classAs demonstrated by number of optional assignments completedAs demonstrated by reading math books outside classAs observed by teacher aides using the ‘mathematics interest’ observation record
171,4,5,7, and 9Did not specify the activities or operations necessary for identifying the behavior (motivation to learn mathematics)
18Operationalize the following: Attitude toward self (self-concept)CreativityAbility to think criticallyDisruptive behaviorWork-related stress
19Your research problem What is your area of interest? Where could you look for help in deciding upon a specific research problem?What criteria will you apply when deciding upon a specific research problem?How could you narrow down your research problem?How might your value-judgments (preconceived ideas) affect your research endeavors?