chapter 4

(1)

ID

IDENENTIFTIFYIYING THENG THE INQINQUIRUIRYY

A

ANNDD

STATING THE PROBLEM

RES1 RES1 STEM/ABM STRANDS STEM/ABM STRANDS

(2)

In this lesson, you will:

1. Identify possible 1. Identify possible research problems. research problems. 2. Describe the 2. Describe the different sources of different sources of research problems. research problems. 3. Discuss the 3. Discuss the considerations in the considerations in the selection of research selection of research problems. problems. _Le_Le_ss_ss_on_on _4._4. Pos

(3)

WHAT WHAT W WHHYY H HOOWW

THE RESEARCH PROBLEM

(4)

THE RESEARCH PROBLEM

It states the

It states the area of concernarea of concern of theof the

research. It also sets the direction of the research. It also sets the direction of the research as it

research as it provides the foundationprovides the foundation for for the research hypothesis and

the research hypothesis and defines whatdefines what

kind of research

kind of research is suitable to address theis suitable to address the problem.

(5)

SOURCES OF RESEARCH PROBLEMS



Maybe derived from any kind of setting suchMaybe derived from any kind of setting such as hospitals and clinics, schools, offices,

as hospitals and clinics, schools, offices, homes or any part of the

homes or any part of the community.community.



Can be commonly based fCan be commonly based from circumstancesrom circumstances with the following characteristics:

(6)

CHAR

CHARACTERACTERISTICISTICSS OF ROF RESEARESEARCH CH PROBPROBLEMS LEMS

1.

1. It conveys a feeling of discomfort or difficulty.It conveys a feeling of discomfort or difficulty.

2.

2. It has a perceived difficulty in broad subjects suchIt has a perceived difficulty in broad subjects such

as family affairs, home management, and as family affairs, home management, and leadership system.

leadership system.

3.

3. It displays a gap between theory and practice:It displays a gap between theory and practice:

what is said by the elders and what the students what is said by the elders and what the students see and observe.

(7)

CHAR

4.

4. It utilizes a procedure requiring a technologicallyIt utilizes a procedure requiring a technologically

advanced equipment. advanced equipment.

5.

5. It involves the experience of any kind ofIt involves the experience of any kind of

individual. individual.

6.

(8)

CHAR

7.

7. It makes use of literature reviews, continuousIt makes use of literature reviews, continuous

readings, and past studies.

readings, and past studies. The repetition of aThe repetition of a prior research study in a different setting and prior research study in a different setting and time is called

time is called replicationreplication..

8.

(9)

CRITERIA TO MEET

A discerned problem is said to be

A discerned problem is said to be researchableresearchable

when the following criteria are met: when the following criteria are met:

1.

1. Solutions are available but not yet tested andSolutions are available but not yet tested and

not

not yet knyet known by thown by the prace practittitionioner.er.

2.

2. No solutions are available to answer the gap or No solutions are available to answer the gap or

the problem being assessed. the problem being assessed.

(10)

CRITERIA TO MEET

3.

3. When the given answers or solutions, as well as theWhen the given answers or solutions, as well as the possible results, are seemingly untested or are

possible results, are seemingly untested or are factually contradictory with each other.

factually contradictory with each other.

4.

4. A phenomenon requiring an explanation hasA phenomenon requiring an explanation has occurred.

occurred.

5.

5. There are several possible There are several possible and plausible explanationsand plausible explanations for the existence of an

(11)

IN FORMULATING

THE RESEARCH PROBLEM

CONSIDERATIONS

(12)

EXTERNAL CRITERIA

1.

1. NoveltyNovelty

2.

2. Availability of subjectsAvailability of subjects

3.

3. Support of the academic communitySupport of the academic community

4.

4. Availability and adequacy of facilities andAvailability and adequacy of facilities and

equipment equipment

5.

(13)

INTERNAL CRITERIA

1.

1. Experience, training, and qualifications of theExperience, training, and qualifications of the researcher/s

researcher/s

2.

2. Motivation, interest, intellectual curiosity, andMotivation, interest, intellectual curiosity, and perceptiveness of the researcher/s

perceptiveness of the researcher/s

3.

3. Time factor Time factor

4.

4. Costs and returnsCosts and returns

5.

(14)

ACCO

ACCORDIRDING TO NG TO JON AJON AND LND LYNYN LOFLOFLANDLAND

(IN

(IN BABBBABBIE, 20IE, 2005, P05, P.29.296),6),

FIELD RESEARCH CAN BE UTILIZED BEST

IN STUDYING THE FOLLOWING ASPECTS:

IN STUDYING THE FOLLOWING ASPECTS: Po

Possissible Able Aspespects tcts to beo be StuStudiedied d

Us

(15)

1. Practices

Habits, customs, traditions, and Habits, customs, traditions, and behaviors such as

behaviors such as washingwashing hands,hands, sto

(16)

2. Episodes

Life events or scenarios such Life events or scenarios such as marriage, and sickness or as marriage, and sickness or

to societal events such as to societal events such as

ouster, revolutions or ouster, revolutions or

prosperity. prosperity.

(17)

3. Encounters

Meetings between or Meetings between or among people and their among people and their

interactions. interactions.

(18)

4. Roles

A look into people, the “positions” A look into people, the “positions”

they take on and “the behavior they take on and “the behavior associated with those positions” associated with those positions” such as in the

such as in the family, work space orfamily, work space or in indigenous groups.

(19)

5. Relationships

Action and expressions between Action and expressions between

“pairs or sets of roles” such as “pairs or sets of roles” such as

mother-child, mother-child, politician-constituent, politician-constituent, and supervisor-employee. and supervisor-employee.

(20)

6. Groups

A set of people sharing a A set of people sharing a co

commmmoonn chchaarraacctteerriissttiic c oorr iinntteerreesst st suucchh aass cclluubbss aanndd

working groups. working groups.

(21)

7. Organizations

“formal organizations, “formal organizations,

su

such ch asas hohospspititalals as andnd schools”

(22)

8. Settlements

Refers to smaller units of Refers to smaller units of soc

societiety y liklikee comcommunmunitiities,es, villages and

(23)

9. Social Worlds

“am

“ambigbiguouuous ss sociocialal ententitiities”es” with vague boundaries and with vague boundaries and

po

popupulalatitionons s susuchch asas “t

(24)

10. Lifestyles or

10. Lifestyles or sub-cultures sub-cultures

Way

Way of living of a certain group of of living of a certain group of people such as elites,

people such as elites, marginalizedmarginalized groups or those with unique

groups or those with unique pr

pracactiticeces sucs such ash as bibikekersrs,, g

(25)

AS A SENIOR HIGH SCHOOL STUDENT

AS A SENIOR HIGH SCHOOL STUDENT CHOOSING THE

CHOOSING THE

RESEARCH PROBLEM

(26)

REMEMBER:



Your Your backgroundbackground as a researcher is anas a researcher is an

important factor. important factor.



YYouou focusfocus on more on more practical and relatablepractical and relatable

topics for research. topics for research.



(27)

REMEMBER:

In addition, keep in mind the following: In addition, keep in mind the following:



TheThe feasibilityfeasibility of the research studyof the research study 

External supportExternal support for the studyfor the study 

TheThe innovativeinnovative quality of the topic shouldquality of the topic should

be considered. be considered.

(28)

(29)

1. Identify a good

research topic.

2. Apply the strategies

in narrowing down a

broad research topic.

3. Discuss the 3. Discuss the importance of a good importance of a good research topic. research topic. Le Lessssonon 4.4.

Narrowing Down a Research Topic

(30)

WH

WHENEN DO YDO YOU KOU KNONOW IW IFF

YOUR RESEARCH TOPIC IS TOO

BROAD OR TOO NARROW?

Something to think about…

(31)

Answer:

One possible indicator that your topic is too One possible indicator that your topic is too broad

broad is whenis when you find yourself having too you find yourself having too

ma

manyny idideaeas os on hn how ow to to ininveveststigigatatee itit.. S

Soommee ooff tthheesse e iiddeeaas s mmiigghhtt eevveenn bbee contradicting each other.

contradicting each other. (Un

(32)

NARROWING DOWN YOUR RESEARCH

TO

TOPIPICC IS IS VEVERYRY CRCRUCUCIAIAL AL AS YS YOU OU MAMAYY

ENC

ENCOUNOUNTETERR SESEVEVERALRAL DIDIFFIFFICULCULTIETIES S ININ

TH THE CE COUOURSRSE OE OF YF YOUOURR STSTUDUDYY SUSUCH CH ASAS TH THEE FOFOLLLLOWOWINING G (U(UNINIVEVERSRSITITYY OFOF SOUTHERN CALIFORNIA, 2016): SOUTHERN CALIFORNIA, 2016): Did you know?

(33)

Difficulty #1

Generally, it will be hard to Generally, it will be hard to conduct research on topic and conduct research on topic and

fi

find tnd thehe ananswswerers yos you neu needed within the

within the allottedallotted space and time. space and time.

(34)

Difficulty #2

You retrieve “too many You retrieve “too many inf

informormatiation” on” makmaking ing itit harhardd to

to choochoosese whiwhich och ones nes are are mosmostt relevant and which ones you can relevant and which ones you can

simply discard. simply discard.

(35)

Difficulty #3

The information gathered are too The information gathered are too general and it is hard

general and it is hard to build a clearto build a clear conceptual framework around them. It conceptual framework around them. It

is also difficult to determine research is also difficult to determine research

methods that can analyze the topic. methods that can analyze the topic.

(36)

Difficulty #4

The concepts and ideas are so The concepts and ideas are so varied that it is hard to integrate varied that it is hard to integrate

the

them tm togeogethetherr and and you you can can getget easily off-track.

(37)

TO ADDRESS A BROAD RESEARCH TOPIC,

YOU MAY CONSIDER THE FOLLOWING

STRATEGIES TO NARROW IT DOWN

(UNIVERSITY OF SOUTHERN CALIFORNIA,

2016):

Did you know?

(38)

Str

Stratategegy Ny Numbumber er 1:1: ASPASPECT ECT

Aspect

Aspect—consider just—consider just looking at one facet of looking at one facet of

theresearch topic. theresearch topic.

(39)

For example:

Rather than researching how eating Rather than researching how eating

disorder affect one’s well-being, choose a disorder affect one’s well-being, choose a particular eating disorder and replace particular eating disorder and replace

well- being with something more concrete. being with something more concrete.

Investigating how anorexia nervosa affects Investigating how anorexia nervosa affects

one’s

one’s self-cself-confideonfidence nce is is anan improveimprovementment on

(40)

Str

Stratategegy Numy Numbeber 2:r 2: COCOMPOMPONENNENTS TS

Components

Components—see if the—see if the different aspects of your different aspects of your

research can be made research can be made

more specific. more specific.

(41)

For example:

If you would like to look into how a number If you would like to look into how a number

of students deal with learning difficulties, of students deal with learning difficulties,

you may try pinpointing a particular you may try pinpointing a particular

learning difficulty, such as hearing learning difficulty, such as hearing

impairment, dyslexia or attention deficit impairment, dyslexia or attention deficit

hyperactivity disorder (ADHD). hyperactivity disorder (ADHD).

(42)

Str

Strateategy Nugy Numbember 3:r 3: METMETHODHODOLOOLOGY GY

Methodology

Methodology —the way —the way you collect data will

you collect data will determine how you will determine how you will

conduct data analysis. conduct data analysis.

(43)

For example:

A one case study research A one case study research

ca

can on onlnlyy yiyieleld lid limimitetedd interpretative analysis interpretative analysis compa

comparedredto those usto those usinging several cases.

(44)

Str

Stratategegy Ny Numbumber er 4:4: PLAPLACE CE

Place

Place—consider identifying—consider identifying the

thepartparticulaicular geographr geographic unitic unit of

of anaanalyslysisis you you wawant tnt to lo look ook in

(45)

For example:

If you want to look at street

If you want to look at street familiesfamilies and how they have defined and built and how they have defined and built their lives in the street, you may think their lives in the street, you may think of choosing a specific location for your of choosing a specific location for your

res

researearch, sach, say a party a particuicularlar strstreeteet or barangay.

(46)

Str

Stratategegy Numby Number 5:er 5: RELRELATIATIONONSHISHIP P

Relationship

Relationship—determining the kind—determining the kind of relationship you would like to of relationship you would like to

investigate can help you narrow down investigate can help you narrow down

your topic. Look at how different your topic. Look at how different

concepts relate to one another. concepts relate to one another.

(47)

For example:

Ca

Caususe ae andnd efeffefectct,,

compare and contrast, compare and contrast,

contemporary or historical, contemporary or historical,

or

or prprooblblem em aandnd ssololututiionon,, etc.

(48)

Str

Stratategegy Ny Numumber ber 6:6: TIMTIME E

Time

Time—identify the time—identify the time periodof your study. periodof your study.

(49)

For example:

If you wish to look at the Philippine If you wish to look at the Philippine economy and its impact on the

economy and its impact on the ordinary ordinary Filipino family, decide on a time period, Filipino family, decide on a time period,

sa

sayy frfromom 20201010-2-201016 6 whwhicich ih is ts the he lelengngthth of on

(50)

Str

Stratategegy Ny Numbumber er 6:6: TYPTYPE E

Type

Type—consider focusing—consider focusing your research

your research on a particularon a particular ty

type ope off pepeopoplele, pl, placaces oes orr phenomenon.

(51)

For example:

In looking into how information, In looking into how information, com

communmunicaicatiotion,n, and teand technochnologlogy havey have affected interpersonal relations of the affected interpersonal relations of the family, you may simply focus on the use family, you may simply focus on the use

of

of momobibilele phphonones es anand hod how iw it at affffecectsts interpersonal relations in a family. interpersonal relations in a family.

(52)

Str

Stratategegy Numby Number 7:er 7: COCOMBIMBINATNATION ION

Combination

Combination—use one or a—use one or a combination of the strategies combination of the strategies mentioned above to narrow mentioned above to narrow

down your topic. down your topic.

(53)

1. Identify the

characteristics of an

effective research title.

2. Identify the parts of

an effective research an effective research title. title. 3. Formulate your 3. Formulate your research title. research title. Lesson 4.3 Lesson 4.3 Develo

(54)

WHAT DO YOU THINK ARE

SOME CHARACTERISTICS OF

EFFECTIVE RESEARCH TITLES?

Something to think about…

(55)

Effective Research Title

Cre

Cresweswellll (20(2014, p.14, p.26) co26) compampared thred thee research title to

research title to “a major road sign in“a major road sign in

research.”

research.” He mentioned that the titleHe mentioned that the title is “

is “an oran orienientinting deg devicvice” we” whichichh aidaidss the researcher in focusing one’s the researcher in focusing one’s

investigation. investigation.

(56)

And…

In addition, it helps convey to In addition, it helps convey to others the central idea behind others the central idea behind

your own research. your own research.

(57)

BE GUIDED:

1.

1. It shouldIt should summarizesummarize the main idea of the paper.the main idea of the paper.

2.

2. It should be aIt should be a concise statementconcise statement of the main topic.of the main topic.

3.

3. It shouldIt should includeinclude the major variables of the researchthe major variables of the research study.

study.

4.

4. It should beIt should be self-explanatoryself-explanatory..

5.

(58)

DRAFTING

The Research Title

(59)

Drafting a Research Title

Drafting a research title is a

Drafting a research title is a key task inkey task in research as this will capture the essence research as this will capture the essence

of what you wish to

of what you wish to do in your inquiry.do in your inquiry. There are various ways that can help There are various ways that can help

you develop one. you develop one.

(60)

Option #1:

Consider the ideas behind your Consider the ideas behind your research topic. Identify these main research topic. Identify these main ideas and how they are

ideas and how they are related to onerelated to one another. Try to inform a

another. Try to inform a possible titlepossible title using these main ideas.

(61)

For example:

If your research topic is about If your research topic is about vegetarians and their motivation vegetarians and their motivation

behind their decision to become so. The behind their decision to become so. The

main ideas would be vegetarians and main ideas would be vegetarians and

their motivation. their motivation.

(62)

Option #2:

Completing the following sentence: Completing the following sentence:

“My study is about…” can also aid “My study is about…” can also aid you in drafting a research title as it you in drafting a research title as it captures the essence of your research captures the essence of your research

topic in one sentence. topic in one sentence.

(63)

For example:

“M

“My sty stududy isy is ababououtt how

how comcommunmunityity lealeaderders s inin Ba

Bararangngayay SaSan Lun Luis, Cis, Calaloooocacan Citn City y dev

(64)

For example:

“My study is about how my “My study is about how my school connects and garners school connects and garners

supports from the alumni.” supports from the alumni.”

(65)

For example:

“My study is about how DTI “My study is about how DTI

employees perceived the employees perceived the Per

(66)

Option #3:

You may also consider mentioning You may also consider mentioning

sev

severaeral feal featurtures of yoes of yourur resresearearchch suc

such ash as its pits purpurposeose, ap, approproach aach andnd methods used

methods used (U

(Uniniveversrsitityy of of SoSoututhehernrn CaCalilifofornrniaia,, 2016).

(67)

Option #4:

In addition, Wilkinson (1991, in In addition, Wilkinson (1991, in

Creswell, 2014, p.26) advised to create Creswell, 2014, p.26) advised to create

the research title as brief as possible the research title as brief as possible

and to avoid “unnecessary words.” and to avoid “unnecessary words.”

(68)

For example:

Eva

Evade de usiusing ng thethesese phrphraseases:s: “A

“An Apn Apprproaoachch toto…”…” or

(69)

Option #5:

You may consider also developing a You may consider also developing a

single title or a two-part title. The single title or a two-part title. The following are examples of two-part following are examples of two-part titles from Silverman (2013, p.334): titles from Silverman (2013, p.334):

(70)

For example:

“R

“Reaeadidingng CaCaststananededa:a: A Prologue

(71)

For example:

Policing the Lying Patient: Policing the Lying Patient: Sur

Surveiveillallance andnce and SelSelf-Rf-Reguegulatlationion iinn CCoonnssuullttaattiioonnss wwiitthh

Adolescent

(72)

Did you know?

The first part is a snappy phrase The first part is a snappy phrase

intended to catch audience’s attention intended to catch audience’s attention

while the second part is more while the second part is more

descriptive the actual study. descriptive the actual study.

(73)

Did you know?

Having a two-part title can

Having a two-part title can provideprovide the (

the (1) a1) addidditiotionalnal concontextext, (2t, (2) the) the te

tempmpororalal scscopopee of of ththe re reseseaearcrch, h, (3(3) ) ththee ma

main tin theheorory, y, (4(4)) apapprproaoachch,, anand (5d (5)) methodology used (University of methodology used (University of

Southern California, 2016). Southern California, 2016).

(74)

For example:

The title on the

The title on the followingfollowing slides showcase these slides showcase these

highlights: highlights:

(75)

(1) Additional Context:

“Lessons from Running “Lessons from Running

a

ann EEnntteerrpprriissee:: C

Caasse Se Sttuuddiieess ooff FFoouurr Filip

(76)

(2) Temporal Scope of the Research:

“A

“A CoCompmpararisisonon::

Human Rights Under the Human Rights Under the Co

Corraazozon n AqAquiuinono aandnd BBenenigignono AqAquuinino o IIII Administrations”

(77)

(3) Main Approach Used:

“The Feminist Approach: “The Feminist Approach: T

(78)

(4 (4) Me) Meththododolologogyy UsUsed ed “An Ethnography: “An Ethnography: Understanding a Child’s Understanding a Child’s Pe

(79)

THE

THERERE ARE ARE THRETHREE PE PARTS ARTS OFOF

RESEARCH TITLE ACCORDING

FROM MARKFULLER.COM :

FROM MARKFULLER.COM : Pa

(80)

First Part:

A Catchy Hook

A Catchy Hook —this, the—this, the least important part of an least important part of an academic title, introduces the academic title, introduces the

paper in a creative way. paper in a creative way.

(81)

Second Part:

Topic Keyword

Topic Keyword—The "what" of —The "what" of

the paper. This identifies concepts the the paper. This identifies concepts the scholar will be exploring. They and are scholar will be exploring. They and are

present in the title both

present in the title both for humansfor humans scanning lots of articles and for search scanning lots of articles and for search

engine indexing. engine indexing.

(82)

Third Part:

Fo

Focucuss KKeyeywworordd—T—Thehe "w"wheherere/w/whenhen" o" of f the

the paperpaper. A. Along long withwith “top“topic kic keywoeyword",rd", th

thesese me morore e spspececifiificc kekeywyworordsds arare ve vititalal so

so ththat at rereseseararchechers rs cacann drdrililll dodown wn toto spe

specifcific aric articticles thles that perat pertaitain ton to thetheirir research.

(83)

(84)

For lesson handout,

visit: visit: http://jacs.weebly.com http://jacs.weebly.com THANK YOU THANK YOU