Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Chapter 3 Identifying a Research Problem

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.2 By the end of this chapter, you should be able to: Define and identify a research problem and explain its importance to a study Distinguish between a research problem, the topic, the purpose, and the research questions Identify criteria for deciding whether you can or should study a research problem Describe how quantitative and qualitative research problems differ Describe the five elements that compromise a “statement of the problem” section Identify strategies useful in writing a “statement of the problem” section

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.3 What Is a Research Problem? A research problem is an educational issue or concern that an investigator presents and justifies in a research study.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.4 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…”?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.5 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.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.6 How the Problem Differs From Other Parts of Research A research problem is an educational issue or problem 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.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.7 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 Web site technology in the classroom deter students from enrolling in a distance education class?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.8 Determining Whether a Problem Should Be Researched Can you study the problem? –Do you have access to the research site? –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?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.9 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?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.10 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

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.11 Five Elements of a “Problem Statement” Topic Evidence for the Issue Deficiencies in the Evidence What Remedying the Deficiencies Will Do for Select Audiences FLOW OF IDEAS Subject area Educational Issue 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

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.12 Advancing the Topic The topic is introduced in the first paragraphs. The topic includes the general subject matter. The topic must be introduced so that the reader can relate to it.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.13 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 –Statistics –A provocative question –Need for research –Intent of the study

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.14 Stating the Research Problem State the problem in the opening paragraph Identify an issue –Research-based research problems –Practical problems Reference the problem using the literature

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.15 Justifying the Importance of the Research Problem Justification based on what other researchers have found Justification based on personal or workplace experiences Justification based on the experiences others have had in the workplace

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.16 Identifying Deficiencies in the Evidence What do we still need to know? What else do we need to know to improve practice?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.17 Identify the Audience Ask the following question: “Who will profit from reading our study?” Other researchers Practitioners Policy makers Special populations (e.g., parents)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.18 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)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 3.19 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 Ethical issues in colleges Flow of Ideas Ethical violations among football recruiters Gap in the literature Reports of violations Description identifying and characterizing violations Assessing violations Helps recruiters develop better ethical standards Helps athletes understand ethical issues