RESEARCH PROBLEM

1. INTRODUCTION
The research problem is often argued as the heart of the research process, without which no research process can take place. In formulating the problem the variables must be eminent and easily identifiable while a hypothesis should accompany each research problem. Once a research problem is clearly defined, it should be translated into a research hypothesis that states; a relationship between two or more variables in one (or more) population(s).Thus the assignment will reflect on the linkage of the research problem, research hypothesis and the existing variables. Firstly, the research problem will be explored, its importance, sources of the research problem, considerations as well as steps to be followed when formulating a research problem. Secondly, identification of variables will be discussed using the three common types of variables and the four prominent scales of measurement. Lastly, the definition, functions, characteristics, types and errors in testing hypothesis will be discussed.

2. THE RESEARCH PROBLEM

A research problem is the first step and the most important requirement in the research process. It serves as the foundation of a research study thus if well formulated, you expect a good study to follow. In order for one to solve a problem, one must know what the problem is. The large part of the problem is knowing what one is trying to do. A research problem and the way you formulate it determines almost every step that follows in the research study. Formulation of the problem is like the input into the study and the output is the quality of the contents of the research report. A research problem is often accompanied by research question(s). A Research Question is a statement that identifies the phenomenon to be studied. For example, What resources are helpful to new and minority drug abuse researchers? In some cases research problems or questions are defined too vaguely and too generally. An important point to keep in mind when defining or formulating a research problem is that it should be specific rather than general. When a problem or question is specific and focused, it becomes amore answerable research question than if it remained general and unfocused. A well formulated problem is already a half-solved problem .A research problem is expressed as a general question about the relationship between two or more variables. The formulation of a problem introduces the necessity of defining clearly all concepts used and of determining the variables and their relationships. If you know a lot about the topic, you can develop are search question based on your own knowledge. If you feel you don't know much about the topic, think again

2.1THE IMPORTANCE OF FORMULATING THE RESEARCH PROBLEM

Research formulation is like the identification of a destination before undertaking journey. As in the absence of a destination, it is impossible to identify the shortest-or indeed any route in the absence of a clear research problem, a clear economical plan is impossible. A research problem is like the foundation of a building. The type and design of a building is dependent upon the foundation of a building.

2.2 SOURCES OF RESEARCH PROBLEMS

The most research in the humanities revolves around four Psthus People, Problems, Programs, and Phenomena

2.3 CONSIDERATIONS IN SELECTING A RESEARCH PROBLEM

According to Kumar (2005:43) there are a number of considerations to keep in mind when selecting a research problem/topic. These considerations are; interest, magnitude, measurement of concepts, level of expertise, relevance, availability of data and ethical issue is of the contention that there are six factors affecting problem selection. These factors are; the sociological paradigm, the researchers values, the degree of reactivity inherent in a particular method deemed appropriate for gathering data, the researchers methodology, the unit of analysis chosen (small or big) and time factor thus, whether the study deals with a cross section of the population at one point in time or is a longitudinal study conducted over time. Thus it can be deduced that a handful of considerations and factors should be considered when selecting a research problem.

2.4 STEPS IN THE FORMULATION OF THE RESEARCH PROBLEM

According to the following are Steps involved in formulating are search problem: 1. Identify a broad area of interest in your academic /professional field. 2. Dissect the broad area into sub-areas by having a brain storming session with your colleagues. 3. Select the sub-area in which you would like to conduct your research through the process of elimination. 4. Reverse the research questions that you would like to answer through your study. This can be after formulation of the objectives of can lead you to the formulation of the objective. 5. Assess these objectives to ascertain the feasibility of attaining them in the light of time and other issues like finances and human resource expertise.

3. IDENTIFYNG VARIABLES
The following working definitions of variable can be outlined; An entity that varies from one observation to the next, an empirical property that is capable of taking two or more values. A property that takes on different values, Thus from the above definitions it can be deduced that a variable is a measurable factor that can assume more than one value, hence age, Income, gender, pay, job satisfaction can be classified as values. Considering the statement below as an example; The impact of remuneration on the rate of turnover in South African local Municipalities: The case of Buffalo City Municipality. The terms remuneration and turnover represents variables because both can assume two or more values while impact is a concept. Concepts are mental images or perceptions and therefore their meanings vary markedly from individual to individual, whereas variables are measurable, of course with varying degrees of accuracy. Measurability is the main difference between a concept and a variable. A concept cannot be measured whereas a variable can be subjected to measurement by crude/refined or subjective/objective units of measurement. In some cases the researcher might expect a causal relationship to exist between variables, where a variation in one results in a variation in the other. Taking the above example, the amount of remuneration of municipal employees may result in a variation of the rate at which the employees leave(turnover)the municipality are of the opinion that when we investigate cause-and-effect relationships, we are, of course, looking at the extent to which one variable(the cause) influences another variable(the effect). In an experimental study, the researcher in some ways changes, or manipulates, one or more variables in the environment and then measures the effects that such changes have on something else. In research in the social sciences and education ,the something else being affected is often some form of human behavior. In medical research, it might be peoples physical healthy or well-being.

3.1 TYPES OF VARIABLE

Independent and dependant are two most important types of variable. Variables may have particular roles in a certain problem. Thus the common types of variables can now be discussed.

3.1.1 INDEPENDENT VARIABLES

Define independent variables (indicated by IV) as variables influencing other variables, thereby determining the values of these affected variables. Define an independent variable as a variable that the researcher manipulates. Taking the earlier example, Remuneration is the manipulated value which can influence the behavior of employees.

3.1.2 DEPENDANT VARIABLES

Indicated by DV, are variables whose values are influenced by the value of other values define dependent value as a variable that is potentially influenced by the independent variable, because it is influenced by, and thus to some extent depends on the independent variable. Also considering the

example, turnover is the dependant variable because it depends on the other variable (independent) which is remuneration.

3.1.3 EXTRANEOUS VARIABLES

Defines extraneous variable as several other factors operating in a real-life that may affect changes in the dependant variable. These factors, not measured in the study may, may increase or decrease the magnitude or strength of the relationship between independent and dependant variables. Considering the same example as in above apart from remuneration influencing turnover some factors like working hours, working environment, career growth may also have an influence even though they are not being investigated.

3.2 TYPES OF MEASUREMENT SCALE

Measurement is essential to an enquiry especially when it is scientific. Classified the different types of measurement scale into four categories namely; nominal or classificatory scale, ordinal or ranking scale. Interval scale and lastly ratio scale.

3.2.1 Nominal Scale

A nominal scale enables the classification of individuals, objects or responses based on common/shared property or characteristic for example gender can be classified into two sub-categories; male and female. Similarly citizens in The Republic of South Africa can be classified into two main sub-categories: the First economy and the second economy.

3.2.2 Ordinal Scale

The ordinal scale has all the properties of a nominal scale plus one of its own. The simplest ordinal scale is a ranking. When a market researcher asks one to rank 5 types of beer from most flavorful to least flavorful, he/she is asking one to create an ordinal scale of preference. There is no objective distance between any two points on your subjective scale. For you the top beer may be far superior to the second preferred beer but, to another respondent with the same top and second beer, the distance may be subjectively small. An ordinal scale only lets you interpret gross order and not the relative positional distances. Ordinal data would use non-parametric statistics. These would include: Median and mode rank order correlation non-parametric analysis of variance.

3.2.3 Interval
The standard survey rating scale is an interval scale. When you are asked to rate your satisfaction with a piece of software on a 7 point scale, from Dissatisfied to Satisfied, you are using an interval scale. It is an interval scale because it is assumed to have equidistant points between each of the scale elements. This means that we can interpret differences in the distance along the scale. We contrast this to an ordinal scale where we can only talk about differences in order, not differences in the degree of order. Interval scales are also scales which are defined by metrics such as logarithms. In these cases, the distances are not equal but they are strictly definable based on the metric used.

3.2.4 Ratio Scale

A ratio scale is the top level of measurement and is not often available in social research. The factor which clearly defines a ratio scale is that it has a true zero point. The simplest example of a ratio scale is the measurement of length (disregarding any philosophical points about defining how we can identify zero length). The best way to contrast interval and ratio scales is to look at temperature. The Centigrade scale has a zero point but it is an arbitrary one. The Fahrenheit scale has its equivalent point at-32o. (Physicists would probably argue that Absolute Zero is the zero point for temperature but this is a theoretical concept.) So, even though temperature looks as if it would be a ratio scale it is an interval scale. Currently, we cannot talk about. No temperature and this would be needed if it were a ration scale.

4. HYPOTHESES FORMULATION
Hypotheses, though important, are not essential for a study. A perfectly valid study can be conducted without constructing a single hypothesis. There are however many definitions of a hypothesis but for the purpose of this assignment the following definitions can be given; A conjectural statement of the relationship between two or more variables a tentative assumption or preliminary statement about the relationship between two or more things that needs to be examine tentative statement about something, the validity of which is usually unknown. a proposition that is stated in a testable form and that predicts a particular relationship between two (or more) variables. ln other words, if we think that a relationship exists, we first state it as a hypothesis and then test the hypothesis in the field. Thus from the given definitions it can be deduced that a hypothesis is a premade statement of the results of an investigation indicating the relationship between two or more variables that awaits verification.

4.1 FUNCTIONS OF A HYPOTHESIS

Hypotheses are important for bringing clarity, specifity and focus to a research study. Hypotheses does so by exposing ; the specific aspects of a research problem, important data to a study, focus and finally may enable the researcher to add to the formulation of theory. Hypotheses may only add to the formulation of theory after they have been proven to be true.

4.2 CHARACTERISTICS OF A HYPOTHESIS

outlines four major aspects of a hypothesis. Firstly a hypothesis should be simple, specific and conceptually clear. Secondly,it should be capable of verification. Thirdly,it should be related to the existing body of knowledge and lastly it should be operationalisable thus expressible in terms that can be measured.

4.3 TYPES OF HYPOTHESIS

Broadly, there are two categories of hypothesis namely, the research hypothesis and the alternate hypothesis. The research hypothesis is the basis of an investigation and is usually indicated by H1.The alternate hypothesis there to explicitly specify the relationship that will be considered true if in case the research hypothesis proves to be wrong.

4.4 ERRORS IN TESTING A HYPOTHESIS

Incorrect conclusions about the validity of a hypothesis can be reached if; the study design selected is faulty, the sampling procedure adopted is faulty, the method of data collection is inaccurate, analysis is wrong, statistical procedures applied are inappropriate and conclusions drawn are incorrect .There are two common errors when testing a hypothesis. The first error involves rejection of a null hypothesis when it is true and this is called Type 1 error. The second error involves acceptance of a null hypothesis when it is false and this is called Type 11 error. Thus when testing a hypothesis especially when more numerical figures are involved, it is essential that every step should be approached with utmost discreetness or else Type 1 or 11errors may occur.

5.1 WHAT IS A RESEARCH PROBLEM?

A research problem is the situation that causes the researcher to feel apprehensive, confused and ill at ease. It is the demarcation of a problem area within a certain context involving the WHO or WHAT, the WHERE, the WHEN and the WHY of the problem situation. There are many problem situations that may give rise to research. Three sources usually contribute to problem identification. Own experience or the experience of others may be a source of problem supply. A second source could be scientific literature. You may read about certain findings and notice that a certain field was not covered. This could lead to a research problem. Theories could be a third source. Shortcomings in theories could be researched. Research can thus be aimed at clarifying or substantiating an existing theory, at clarifying contradictory findings, at correcting a faulty methodology, at correcting the inadequate or unsuitable use of statistical techniques, at reconciling conflicting opinions, or at solving existing practical problems.

5.2 IDENTIFICATION OF THE PROBLEM

The prospective researcher should think on what caused the need to do the research (problem identification). The question that he/she should ask is: Are there questions about this problem to which answers have not been found up to the present? Research originates from a need that arises. A clear distinction between the PROBLEM and the PURPOSE should be made. The problem is the aspect the researcher worries about, think about, wants to find a solution for. The purpose is to solve the problem, i.e. find answers to the question(s). If there is no clear problem formulation, the purpose and methods are meaningless. Keep the following in mind:

Outline the general context of the problem area. Highlight key theories, concepts and ideas current in this area. What appear to be some of the underlying assumptions of this area? Why are these issues identified important? What needs to be solved? Read round the area (subject) to get to know the background and to identify unanswered questions or controversies, and/or to identify the most significant issues for further exploration.

The research problem should be stated in such a way that it would lead to analytical thinking on the part of the researcher with the aim of possible concluding solutions to the stated problem. Research problems can be stated in the form of either questions or statements.

The research problem should always be formulated grammatically correct and as completely as possible. You should bear in mind the wording (expressions) you use. Avoid meaningless words. There should be no doubt in the mind of the reader what your intentions are. Demarcating the research field into manageable parts by dividing the main problem into sub problems is of the utmost importance.

5.3 SUBPROBLEM(S)
Sub problems are problems related to the main problem identified. Sub problems flow from the main problem and make up the main problem. It is the means to reach the set goal in a manageable way and contribute to solving the problem.

5.4 STATEMENT OF THE PROBLEM

The statement of the problem involves the demarcation and formulation of the problem, ie the WHO/WHAT, WHERE, WHEN, WHY. It usually includes the statement of the hypothesis.

5.5 CHECKLIST FOR TESTING THE FEASIBILITY OF THE RESEARCH PROBLEM

YES NO 1 Is the problem of current interest? Will the research results have social, educational or scientific value?

2 Will it be possible to apply the results in practice? 3 Does the research contribute to the science of education? 4 Will the research opt new problems and lead to further research? 5 Is the research problem important? Will you be proud of the result? 6 Is there enough scope left within the area of research (field of research)? 7 Can you find an answer to the problem through research? Will you be able to handle the research problem?

8 Will it be practically possible to undertake the research? 9 Will it be possible for another researcher to repeat the research? 10 Is the research free of any ethical problems and limitations? 11 Will it have any value? 12 Do you have the necessary knowledge and skills to do the research? Are you qualified to undertake the research? Is the research viable in your situation? Do you have enough time and energy to complete the project?

13 Is the problem important to you and are you motivated to undertake the research? 14

15 Do you have the necessary funds for the research? 16 Will you be able to complete the project within the time available? 17 Do you have access to the administrative, statistic and computer facilities the research necessitates? TOTAL:

CONCLUSION

The research problem is the heart of the research process hence can not be selected in a vacuum thus some considerations and factors have to be considered. Sources of research problems revolve around the four Ps, People, Problems, Programs, and Phenomena. Formulation of a research problem is a process thus involves following steps. Variables are measurable factors that can assume more than one value and three types of important variables can distinguished; independent, dependant and extraneous variables. Nominal scale, ordinal scale, interval scale and ratio scale are the different types of measurement scale which we use to classify variables. A hypothesis is a tentative statement of the results of an investigation indicating the relationship between two or more variables that awaits verification. Hypotheses enable the researcher to add the formulation of theory if proved to be true. The research hypothesis and the alternate hypothesis are the most important when carrying out or analyzing research process. However errors my occur when testing hypothesis, Type 1andType 2 errors are the common errors. Conclusively a research problem is vital to the research process, and each problem will always variables whose relationship is expressed in the research hypothesis, thus there is a close relationship between the research problem, the variables and the hypothesis

Reference List

Babbie,2007. (11th edition). The Practice of Social Research . Belmont: Thompson Wadsworth .Bailey, K.D.1982. (2nd edition). Methods of Social Research, London: The Free Press .Bless, C and Higson-Smith,C.2006.(4thedition) Fundamentals of Social Research Methods: An African Perspective. Cape Town: Juta & co ltd. Brynard, P.A and Hanekom , S.X.2007. Introduction to Research in Management and Related Academic Disciplines. Pretoria: Van Schaik. Kerlinger , Fred N. (1973) Foundations of Behavioral Research. 2ndedition. Holt, Rinehart and Winston