Selection and Formulation of Research
ProblemOne 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)
Rifle vs. Shotgun Analogy
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?
Question
What are some of the obstacles which may discourage a person from undertaking
research?
Why choosing a topic is a real challenge?
Beginners possess real problem awareness
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
Number ONE Requirement…
You need to have an inquisitive and imaginative mind
You need a Questioning attitude Wonder why?
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)?
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…”)
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
Characteristics of good topics?
1. Interesting – keeps the researcher interested in it throughout the research process
2. Researchable – can be investigated through the collection and analysis of data
3. Significant – contributes to the improvement and understanding of educational theory and practice
4. Manageable – fits the level of researcher’s level of research skills, needed resources, and time restrictions
5. Ethical – does not embarrass or harm participants
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
1. Causes of aggression and violence2. Remembering and forgetting3. Improving Memory 4. The effects of stressful environments on
health and social interaction5. The effect of early childhood experiences on
later development6. Best ways to treat depression7. Reducing prejudice and inter-group conflict
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)
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?
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)
“motivated to learn math” (which ones are operational?)
1. As shown by enthusiasm in the class2. As judged by the student’s math teacher using a rating scale she
developed3. As measured by the ‘math interest’ questionnaire4. As shown by attention to math tasks in class5. As reflected by achievement in mathematics6. As indicated by records showing enrollment in mathematics
electives7. As shown by effort expended in class8. As demonstrated by number of optional assignments completed 9. As demonstrated by reading math books outside class10. As observed by teacher aides using the ‘mathematics interest’
observation record
1,4,5,7, and 9
Did not specify the activities or operations necessary for identifying the behavior
(motivation to learn mathematics)
Operationalize the following:
Attitude toward self (self-concept)
Creativity
Ability to think critically
Disruptive behavior
Work-related stress
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?
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