1. Selection 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)

2. Rifle vs. Shotgun Analogy

3. Behavioral Researchers…
Analyze limited aspects of broad problems
Q: Why can’t we afford to do more than this?
Learn more and more about less and less until we know everything about nothing?

4. Question
What are some of the obstacles which may discourage a person from undertaking research?

5. Why choosing a topic is a real challenge?
Beginners possess real problem awareness

6. Where do you see problems that can ignite your mind to think about research?
Classroom
School
Community
Own teaching experiences
Classroom lectures
Class discussions
Seminars/workshops/paper presentations
Internet
Out-of-class exchanges of ideas with fellow students and professors
Reading assignments
Textbooks
Special assignments
Research reports
Term papers
Consultation with…
Course instructor
Advisor
Major Professor
Faculty member

7. Number ONE Requirement…
You need to have an inquisitive and imaginative mind
You need a Questioning attitude
Wonder why?

8. Answer 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)?

9. Actively involve yourself (and other experts) in NARROWING & REFINEMENT of the problem
Narrowing the focus
Population
Situation (time, condition, subject availability, researcher’s readiness, resources available, etc.)
Measurements
Issue(s) dealt with?
Setting the scope of the problem (“this is my line…I won’t go beyond it…”)

10. Note:
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

11. Characteristics of good topics?
Interesting – keeps the researcher interested in it throughout the research process
Researchable – can be investigated through the collection and analysis of data
Significant – contributes to the improvement and understanding of educational theory and practice
Manageable – fits the level of researcher’s level of research skills, needed resources, and time restrictions
Ethical – does not embarrass or harm participants

12. Causes 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 topic
Causes of aggression and violence
Remembering and forgetting
Improving Memory
The effects of stressful environments on health and social interaction
The effect of early childhood experiences on later development
Best ways to treat depression
Reducing prejudice and inter-group conflict

13. Examples 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)

14. Any 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?

15. Defining Terms (e.g. : ‘humanistic classroom’)
Constitutive definition = dictionary approach
Clarify by example = using a model (replica/type) and describe the characteristics of the model
Operational 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 class
As judged by the student’s math teacher using a rating scale she developed
As measured by the ‘math interest’ questionnaire
As shown by attention to math tasks in class
As reflected by achievement in mathematics
As indicated by records showing enrollment in mathematics electives
As shown by effort expended in class
As demonstrated by number of optional assignments completed
As demonstrated by reading math books outside class
As observed by teacher aides using the ‘mathematics interest’ observation record

17. 1,4,5,7, and 9
Did not specify the activities or operations necessary for identifying the behavior (motivation to learn mathematics)

18. Operationalize the following:
Attitude toward self (self-concept)
Creativity
Ability to think critically
Disruptive behavior
Work-related stress

19. Your 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?