ERES4123 : Research Methodology in

Education

Chapter 2
Background of Study

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

What is Background of Study?

Background of the Study Provides understanding of the issue/problem
studied + reasons for conducting the study. 3 steps:

General statement(s) of fact related to study

More specific statement about the issue studied by other researchers

Statements that indicate the need for further investigation.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

What is Background of Study?

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Formulating Problem Statement

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Some Excerpts from Research Methods Books & References

“Problem statement is the heart of the research where it being

carefully phrased and represents the single goal of the total
research effort.” Leedy P. D and Ormrod J.E. (2011)

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Key Concept
• What is a research problem and why is it important?
• Where do you find this “problem?”
• Can and should the “problem” be researched?
• How does the “problem” differ for quantitative and qualitative research?
• What are the five elements that comprise the “statement of the problem”
section?
• How do you write this section into your research?

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

• Well-constructed problem statements will convince your audience that

the problem is real and worth having you investigate. Your strategy is
one of contrast: by situating the ideal scenario next to the situation as it
exists, you can not only persuade the reader that a problem exists, but
then go on to emphasize the consequences of ignoring or addressing
the problem.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Why is the Research Problem Important?

• Establishes importance of topic
• Creates reader interest
• Focuses reader’s attention on how study will add to literature

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Where is the Research Problem Located?

• Look in the opening paragraphs, and ask yourself:
– What was the issue or problem that the researcher wanted to address?
– What is the concern being addressed “behind” this study?
– Why was the study undertaken in the first place?
– Why is this study important?

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

How Does It Differ 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 questions the researcher would like answered or
addressed in the study.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Differences Among Topic, Problem, Purpose and Questions

Genera Topic Distance Learning

l

Research Lack of students in distance

Problem classes

Purpose To study why students do not

Statemen attend distance education classes at
t a community college.

Research Does the use of web site technology

in the classroom deter students
Question
Specific from enrolling in a distance
education class?

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
How Does the Research Problem Differ for Quantitative and Chapter 1 – Communication and Its Process

Qualitative Research?
Use quantitative if your research Use qualitative if your research
problem requires you to problem requires you to
• Measure Variables • Learn about the views of the
• Assess the impact of these people you plan to study
variables on an outcome • Assess a process over time
• Test theories or broad • Generate theories based on
explanations participant perspectives
• Apply results to a large number of • Obtain detailed information about
people a few people or research sites.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Five Elements of a “Problem Statement”

FLOW OF IDEAS
What
Remedying
Evidence
Education Deficiencies the
Topi for
al in the Deficiencies
c the
Issue Evidence will do for
Issue
Subject •A Concern •Evidence from •In this body of Select
Area •A Problem Audiences
the literature evidence, what is How will
•Something •Evidence from missing?
that needs a practical addressing
•What do we what we need to
solution experiences need to know know help:
more about? – researchers
– educators
– policy makers
– individuals like
Educational Research 2e: Creswell those in the study
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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Stating the Research Problem

• State in opening paragraph
• Identify an issue
– Research-based research problems
– Practical problems
• Reference the problem using the literature

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Identify the Audience

• Who will profit from reading our study?
– Other researchers
– Practitioners
– Policy makers
– Special populations (e.g. parents)

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

How to formulate your problem statement?

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process
“It is not always possible for a researcher to formulate his
problem simply, clearly, and completely.” (Kerlinger, 1973,
p. 16)

FORMULATING A PROBLEM STATEMENT

“If one wants to solve a

problem, one must
generally know what the
problem is.” (p. 17)

“What is a good problem statement? . . .

there is no ‘right’ way to state one.” (p. 17)
DR. SITI FARHAH BINTI A. AZIZ
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 ECOM4113 – Introduction to Communication
Formulating a problem statement : David ERES4123
L. Clark Research Methodology in Education
Chapter 1 – Communication and Its Process

Analyzing the definition suggests some

common features of problems.
FORMULATING A PROBLEM STATEMENT
The givens, constraints, assertions, beliefs,
and conditions suggest that the problem
statement contains propositions.

? There are always at least two of them and

they interact. From this point on, I will label
the first proposition as the principal
proposition and the second as the
interacting proposition.

Assuming that they interact, they should

have two levels of effect, i.e., they reveal
an anomaly or conflict which, in turn, yields
a perplexed state, an undesirable
consequence, or ambiguous preferences.

DR. SITI FARHAH BINTI A. AZIZ

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GRADUATE SCHOOL OF EDUCATION
 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

FORMULATING A PROBLEM STATEMENT

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

How to develop Research Topic?

The ability to develop a good research topic is an IMPORTANT SKILL.

❑ The process of writing the research paper is going to be very time

consuming so it’s important to select a topic that is going to sustain
your interest for the duration of the project.

❑ It is good to select a topic that is relevant to your life since you are
going to spend a long time researching and writing about it.

❑ Finding a topic that you have some personal interest in will help
make the arduous task a lot easier, and the project will have better
results because of your vested interest.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Three Important Things

Topic that is
GOOD RESEARCH
3 FEASIBLE

2 TOPIC
2

Topic that
INTEREST
you 1
1 Topic that is
“RESEARCH-
WORTHY”

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Choose something that STRONGLY interests you Chapter 1 – Communication and Its Process

▪ Do not choose a topic or jump onto someone’s research project unless

you are truly interested in the subject matter.

▪ Investigating something that does not excite you makes the research
process far more arduous, and you will likely regret it.

▪ In addition to being time-consuming, research can also be frustrating as

you usually run into unforeseen obstacles. Staying motivated is difficult
enough when the topic is something you are really passionate about.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Choose a topic that is FEASIBLE Chapter 1 – Communication and Its Process

▪ There are many great topics out there, but some topics are more feasible
than others. It may sound intuitive, but you need to make sure that your
topic is something that you can actually research.

▪ The question of feasibility often depends on the individual researcher, but

some questions you can ask yourself are:

▪ Do you have the know-how needed to conduct this research?

▪ Do you have access or can you obtain access to whatever it is you
want to research?
▪ Is the content robust enough to be considered
completely trustworthy?
▪ Speaking to “choosing something that interests you,” do you have
the time needed to devote to this research?
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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Choose a topic that is “RESEARCH-WORTHY” Chapter 1 – Communication and Its Process

▪ Research is typically written for an audience, whether it be a select group

of individuals or broader population, and you have to keep this audience
in mind as you select your research topic.

▪ You may be very interested in a topic, but if it does not meet your
intended audience’s needs, your end goal, then it is probably not a
good topic to select.

▪ Moreover, it will be extremely difficult to receive funding for research that

does not generate others’ interest.

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 ECOM4113 – Introduction to Communication
ERES4123 Research Methodology in Education
Chapter 1 – Communication and Its Process

Additional Tips

✔ Make sure the topic is creative!

Try to pick something that is creative and exciting for you and your peers.

✔ It is not too broad!

How to narrow you topic?

Geographi
Specific Geographical
Fit in cal
Region / Country
additional Context
Historical
Specific Year (s), Decades, Era
context Context
Biological The context for specific
Context environment-behavior interactions.
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 ERES4123 : Research Methodology in
Education

Thank you

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