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Identifying Problems and Formulating Hypotheses in Research

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Olukunle Saheed Oludeyi O. E. Olajide

Tai Solarin University of Education University of Ibadan
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 Readings in education, human and sustainable development

11
Identifying problems and formulating hypotheses in research

Oludeyi, O. S. and Olajide, O. E

Introduction

Research is the heartbeat of science. It is a systematic process of discovering new information

capable of providing answers to some fundamental questions or providing insights on how to
solve some identified problems. In all field of endeavours, several problems exist which have
reference to pure, applied or action research. Problem identification thus forms the basis of
research endeavour while articulating is the very first step in research process. Problem
identification involves spotting and uncovering a phenomenon, understanding its source and
crystallising its implication while articulating involves reporting or stating such identified
problems which the research is set out to solve. If a research problem is poorly worded,
unfocused or ambiguous, the rest of the research is likely to go off‐track leading to a great
deal of unnecessary writing, reading, and losing sight of the big picture (Carmichael, 2009).

Followed immediately is intelligent guessing (hypothesising) with the intent of inquiring into
the phenomenon or problem newly uncovered. This also requires a great deal of work on the
part of the researcher. Students starting their research degree course, and practitioners
wishing to become involved in research, tend to come from widely different backgrounds,
and are equipped with varied amounts of knowledge and degrees of experience in their
chosen field of studies. While most are fairly sure of the subject they want to research, many
are uncertain of the exact problem they wish to address. Formulating research problems and
hypotheses thus, becomes in itself, a big challenge especially to neophytes. In view of this

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development, this chapter discusses the principles and processes involved in identifying and
drafting research problems and formulating hypotheses.

The nature of research problem

The problem is the most basic and fundamental part of the research process without which
there is no point to research. Whereas discovering problems consists of seeing what other
people have seen, but thinking what no one else has thought. In the process of discovering
certain questions comes first: Why can’t we afford to do more than this? Why do we continue
to do certain things in ‘certain ways’ rather than in ‘certain other ways’? What will happen if
a particular phenomenon occurs in certain other contexts? Why is A, a product of B, and B a
product of C, but C seems to show no connections with A? These are some of the questions
that usually lead to identifying and formulating research problem. Hence, what are found at
the beginning of all inquiries are merely problems! “Research problem” emanates from
researchers’ clear intent to reveal a vague area of interest or subject matter on which previous
researchers have been deficient and which provokes necessity for the conduct of new
research work. “Research problems” indicate gaps in the scope of our knowledge. They point
either problematic phenomenon, observed events that are puzzling in terms of our currently
accepted ideas, or to problematic theories, current ideas that are challenged by new
hypotheses (Brewer, 2005). Such gap (or vague area of interest or missing or omitted point of
concern) may result from whether there had been no research ever conducted on them or
whether there were some elements of inadequacy or loopholes noted or observed in the
previous researches on such subject matters.

As noted by Northrop (1966) “inquiry starts only when something is unsatisfactory, when
traditional beliefs are inadequate or in question, or when the facts necessary to resolve one’s
uncertainties are not known, when the likely relevant hypotheses are not even imagined”.
Brewer (2005) further states that scientific knowledge, all empirical findings and theories are
provisional, problematic in principle, and therefore, subject to further investigation. But in
addition to seeking more exact confirmations of existing claims to knowledge, research has
the equally important goal of generating new claims. Since discovering consists of seeing
what other people have seen, but thinking what no one else has thought, a researcher may
spot or observe loopholes in previous research which may be connected to wrong
methodology adopted or wrong interpretation of result by previous researcher. Such gap
could be an interesting area of research, which nobody else has fully explored (Martyn, 2008)
and which may create new avenue for new study purposively conducted to fill the missing
gap and consequently producing new knowledge in the field. Problem formulation is the
logical first step toward this goal.

In practice, a research problem is usually examined from the global to the specifics and
should be brought to limelight in the “background of the study”. For instance, if a study is to
be conducted on “computer application in religious studies in Lagos State” it should be
examined from how it is practiced around the globe, pruning it down to computer application
in Africa, then to Nigeria, and finally to computer applications in Lagos State. In the
discussion, the history of the study’s subject matter (computer application) and the
emergence of the problem must be examined. The researcher should also discuss the
particular circumstance surrounding the problem using evidences from the literature to
backup various contentions (Olanrewaju, 2007). The “background of the study”, while
examining the research problem, should be able to discuss its perceived or alleged

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implication on humanity. In clear perspective, it should discuss individual, organisational and

societal implications of such perceived problem.

The problem statement

Identifying a research problem is one, stating it in a form amenable to research is second.

Hence a “research problem” is different from “problem statement”. A problem statement or
statement of the problem, as it is also called, is an “expressed” problem and focal point of any
research endeavour. While a research problem is the gap or loopholes identified by the
researcher, problem statement is a written presentation of logical conclusion of such gap, or
missing link identified in research problem and this is raised in the “background to the
study”. A problem statement thus is defined as researchers’ description of an issue currently
existing which needs to be addressed, thus, necessitating new research.

It is ideal, in practice, that while the background of the study provides a broader or global
explanation of the subject matter of the investigation, the problem statements makes
derivations from there and zero it down to the specifics as they relate to the particular
investigation at hand. (Olanrewaju, 2007) It should address those issues, problems,
anomalies, missing links, imbalances, needs, unsatisfactory state of affairs, unanswered
questions, etc, raised in the background of the study from general perspective straight down
to the specifics in the problem statement. Hence, the problem statement is expected to flow
logically from the background to the study and must be significant, original and feasible. The
gaps or lacuna helps sustain the problem statement in general because it brings to the fore, a
thought-provoking and feasible problem in the field chosen by the researcher.

In addition, a good problem statement should address questions of how, who, why, where,
and when. It must state where the problem emanates from, how it has been neglected and why
it requires urgent attention by certain group of people. The implication or likely implication
of such gap, who it may affect as well as how it may affect them, must be unequivocally
stated. Finally it must showcase why it is a problem to the individuals, groups, organisations
or society. The question of ‘where and when’ is also important in problem statement as it
helps state or articulate the problem with peculiarity to time and space. With time, the
problem statement states the time frame upon which the study is being carried out while
explaining the future implication of the solutions it seeks. With space, it clearly discusses the
geographical area which the research intends to concentrate on.

A good problem statement should therefore be devoid of ambiguity but exact and concise on
the identified problem thereby giving justification for the study. It should be written in such a
way that the reader, in no time, easily captures the entire write up and say ‘wow! This is
really a problem; something really needs to urgently be done about it’. It must be stated
briefly and clearly. It should be a ‘statement’ of the problem not an “examination” or “essay”
of it. An examination of the problem ought to have been done in the background to the study.
Hence, problem statement should not exceed three paragraphs in all. According to
Olanrewaju (2007), the shorter the problem statement the clearer it is; and the clearer the
better for the entire investigation process. In fact, if the problem is not well stated/defined,
the researcher may be working on the wrong issues, may design, develop and use
inappropriate samples and instruments, and may even engage himself in studying an
inconsequential issue. The language use in drafting a problem statement should be definite

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and quantifiable; since the type of research, the approach and procedures to use are often a
matter of simple logical deductions from the research problem. Obono (2012) also buttressed
on the above that if a problem is a rough expression of ‘what is wrong’, then the objectives
are rough expression of ‘what shall we do?’

It becomes crystal clear that the problem statement not only shows us what is wrong but also
gives directions to the rest of the research adventure. Since the rest of the research work
depends on the problem statement, it should provide the context for the research study and
generates the research aims and objectives as well as questions to answer. In simple terms,
when one is able to draft a good statement of problem, it is easy to identify what one intends
to achieve (objective of the study) with the research and once one is clear about what to
achieve, it becomes easy identifying how or the manner in which one is to go about achieving
it (research methodology). Subsequently it will be easy to know what questions to ask
(research questions) and the manner in which one is to achieve the best answer (instruments
for data gathering). It also becomes easy to know who to ask (the study population) and when
to ask such questions.

Simple rules to follow when drafting problem statements

The world is teeming with questions and unresolved problems; one just needs to know how to
look. Most of the time when students try to identify research problem, there are tendencies to
rationalize and defend personal actions once a particular research plan has been embarked
upon. Whereas the best time to review and consider alternative approaches is in the planning
stage. This would prevent researchers from unnecessary cost of false start and redoing the
work as a whole. The right question must be addressed if research is to develop a good
solution or recommendation to academics and/or to policy makers. Hence, the following tips
should be kept in mind while defining a research problem.

1. Ultimately, one needs to have an “inquisitive” and “imaginative” mind; a

“questioning attitude” to successfully scale through a research process
2. One important rule to follow is to "never settle on a particular approach" without
developing and considering at least one other alternative".
3. What are the available alternatives? If there are no alternatives to choose from, there
is no research problem.
4. What are the criteria for choosing the best alternative? If one does not have criteria for
evaluation, again there is no research problem.
5. When determining and structuring research questions from the problem definition, it
must be the research question and not the researcher's question.
6. What problem is anticipated or foreseen and what decision does a researcher face? If
one does not have decision to make, again there will be no research problem.
7. The researcher must avoid the acceptance of the superficial and the obvious.
8. In drafting problem statement, a researcher must avoid using terms that someone
outside the researcher’s field of study would not understand.
9. Keep sentence structure concise and easy to follow. Make everything grammatically
correct but you may keep a vernacular feel.
10. Focus only on the problem. The problem statement should not have a yes or no
answer nor should it suggest a solution/finding that is expected or anticipated,
otherwise one may be introducing bias.
11. Do not introduce any new ideas when you write sub‐problems

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12. Do not allow your value-judgments (preconceived ideas) to affect your endeavors
when drafting a research statement.
13. To sum up, the problem statement should explicitly state what relationship between
what variables about what units of analysis to study.

Characteristics of a research problem

A good problem statement must be SMART and amenable to research. From all said and
done, it is clear that in order to carry out research, there is need to start by identifying a
question that demands an answer, or a need that must be met, or a riddle that must be
unfolded, which can be developed into a research problem. How can one identify a good
research problem? To be sure of what characteristics or qualities make up a good and suitable
research problem, the first basic question to ask is how SMART (simple, measurable,
achievable, realistic and time conscious) is my problem statement. This question should be
helpful in evaluating the problem on various criteria and must be answered affirmatively
before conducting such research.

Simple and Significant; a good research problem should be stated clearly and concisely in a
simple manner that every bit of words or languages used in drafting it is univocal and easily
understood by any person reading it. The problem should also be significant in the sense that
the rationale for researching into such problem should be of paramount concern in theory and
in practice. In other words, it must be justified on being of monumental benefits to both
academics and practitioners. It is not worth time and effort investigating a trivial problem or
repeating work that has already been done elsewhere. Again when investigating the problem,
the outcome should help us resolve some controversy, fill a gap in knowledge or correct
inconsistencies in previous research within the chosen subject. The outcome should also
become a basis for new theory, generalisation or principles. They should serve as a frontier of
knowledge to upcoming researchers and have practical but useful implications.

Measurable: Measurability simply denotes whether or not the researcher can find appropriate
method and research design to obtain the information required to properly examine the
problem so stated. One cannot carry out research if one fails to collect the relevant
information needed to tackle the problem.

Achievable: certain problems may not be easily solved through the process of research. A
researchable problem should concern with establishing connections or link between two
significant variables and finding out the likely implication of such connection. It should be
capable of being stated or converted to research objective and questions that will be answered
empirically. Since the point of asking a question is to find an answer, a research problem
should enable the researcher to draw appropriate questions and conclusions related to the
problem.

Realistic: although the world is teeming with questions and unresolved problems, not every
one of these is a suitable subject for research. For instance it is said that ‘everyone wants to
go to heaven but no one wants to die,’ hence, death becomes a problem to us all but it may be
unrealistic for us to attempt conducting a research on how people will live forever. Apart
from this, the problem to be investigated must be feasible for the particular researcher. It

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should fall within the scope of researchers’ knowledge and competence. It is not realistic for
a researcher to embark on studying a particular issue on which his has no interest and
enthusiasm. Where a researcher lacks the financial capacity and or administrative skills to
conduct a research, such research seems unrealistic in common sense.

Time-bound: the problem should be delineated with explanations and assessment of the time
required completing the research work, and the depth to which the problem will be addressed.
One can cover a wide field only superficially, and the more one restricts the field, the more
detailed the study can be. The cost of necessary travel and other expenses should also be
considered.

Types and purpose of research problem

As propounded by Obono (2012), the following table presents the types, purposes and effects
of research problem
Types of Target Purpose Effects
Problem Audience

The public To sensitise public to Phenomenological

existence of problem anticipates ownership

Donors To anticipate funding Captures real life

Researchers To direct attention to Represents more emic

Social pertinent study area voices and perceptions
Problem
Policy To canvass action Anticipates policy
makers

Individual To demonstrate Reflects empathy

affected disciplinary actions
persons

To identify gaps in These gaps or lacunas help

perspective sustain the stated problem
in its general form
To identify gaps in
conceptualisation and
Scientific Scientific theory
Problems community To identify gaps in
methods and analysis
Generation of new ideas
To identify gaps in and knowledge
interpretation

Types, purpose and effects of research problem (adapted from Obono O., 2012)

Research Hypotheses
Hypotheses are researchers’ informed prediction of research outcomes. It is a yet-to-be-
verified intelligent guess of a researcher developed to serve as tentative answer to the
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research questions or solutions to the research problem which, when verified, eventually
becomes a principle, theory or law. It is defined by Ary, Lucy, Jacobs and Razavich (1984) as
a tentative proposition suggested as solution to a problem or as explanation of some
phenomenon. Hypothesis may also be conceived as an assumption which merits
consideration and needs to be tested against the available empirical evidence. It is generally
agreed that whenever possible, research should proceed from hypothesis or proceed after
problem has been identified. However, hypothesis may seem difficult to formulate than it is.
The main issue is this, if the research work has been well begun (with good, well-chosen and
well focus research topic) at the beginning, hypothesis will be easy to formulate. Hence,
students conducting research are strongly advised to first and foremost, learn about how to
choose a researchable topic before anything else.
It is however noteworthy that it is not all research work that requires hypothesis and failure to
develop hypothesis in some studies, does not mean the research work is lacking credible
components. Hypothesis only becomes necessary where a research work aims to discover the
cause-and-effects relationships between or among variables (Garson, 2008). This is why a
good empirical topic should be composed of at least, two variables so that testable hypothesis
can be easily formulated. This will also enable the researcher to specifically state the target
of the research investigation and also determine the observations to be made and those to
ignore in the research.
Types of Hypotheses
Hypotheses are of two basic types, the alternative and the null
The alternative hypothesis; this is also referred to as ‘declarative’ hypothesis. Hypothesis is
a tentative statement about the likely outcome of the research. An alternative or declarative
hypothesis is usually stated in a positive manner and denoted with the sign H1. It is a
statement that suggests a potential outcome that the researcher may expect. When a
researcher makes statements in positive form, what he/she formulates is a declarative or
alternative hypothesis. For example if hypotheses are like these:

 There is significant relationship between education and economic development

 There is significant difference in the performance of students who understand research
methods and performance of those who do not
 Teachers’ strike actions will significantly affect students’ academic performance in
secondary schools
 Cultism can be totally eradicated in Nigerian campuses
 Community policing is significantly related to national security
Such hypotheses are stated in declarative and positive terms and are referred to as declarative
or alternative hypotheses. An alternative or declarative hypothesis is direct opposite of null
hypothesis.
The null hypothesis; a null hypothesis is usually stated in a negative manner and denoted
with the sign H0. It is a statement that there is no actual relationship between variables as it
states the opposites of what the experiment sets to expect or predict. The final conclusion of
the investigator will either retain a null hypothesis or reject a null hypothesis in favour of an
alternative hypothesis. Accepting H0 does not really mean that H0 is true; it simply means
that there is no substantial evidence to reject it. These are examples of null hypotheses;

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 There is no significant relationship between education and economic development

 There is no significant deference in the performance of students who understand research
methods and performance of those who do not
 Teachers’ strike actions will not significantly affect students’ academic performance
in secondary schools
 Cultism cannot be totally eradicated in Nigerian campuses
 Community policing is not significantly related to national security
Note that all the words/prepositions in italics in the above hypotheses are in negative form
and thus render the entire statements negative. These are null hypotheses
Process of formulating and drafting research problem and hypotheses
The different between problems and solutions is process; it safeguards the transition.
1. Identify a general area you like to study and select a good research topic. Your
research topic must be grounded on some already known fact which is used to
introduce the topic and from which the research problem comes from (please refer to
other readings on how to choose a research topic). Do this right at the beginning of
your research proposal or report (remember to reference any facts that you are basing
your research on). This will set the scene for your Research Problem, so that you can
write a clear, stand-alone research problem statement.
2. Intensify your knowledge and familiarize yourself about what is known on your topic;
consult the library, read written records/documents or talk to “informed others” to
find and collate the available research problem to examine which are directly related
to your topic.
3. Move from topic to problem. To do this you need to collate and explore the existing
knowledge in your field, describe and explain the phenomenon for better
comprehension. Then you narrow down the scope of the topic (keep narrowing down
please) till you identify the geographic and temporal scope of the problem. Narrow
your general areas of interest into smaller and specific subcategories. For instance, if
you want to study ‘motivation’ you might look only at incentives like pay, promotion,
or other benefits like transport, medical allowance etc., or if you want to study
‘African Educational System’, you might prune it down to studying ‘Nigeria
Educational System’, you may also reduce that to “Educational System in Northern
part of Nigeria” depending on the resources at your disposal, time and methodology
you intend to adopt.
4. Look at websites, journals and other print publications in order to learn about your
subcategory of interest. Identify experts’ assumptions in the field, as well as any key
terms or theories that appear to be present in the present literature.
5. Review all available literature with a view to identifying gaps in the knowledge base.
Write out several sentences that very briefly explains the knowledge gap. Develop a
set of question base on these sentences. Look at how you can faction out objective
from each of the questions raised in other to determine whether or not you may find a
reasonable answer to them. Pick the research questions that seem most likely to get
accurate answer.
6. Restate your research question as ‘statement of objectives’. For instance if you asked
a question like ‘what factors influence effectiveness of Nigerian educational system?’
this research question can be converted to study objective like ‘to determine factors
influencing Nigerian educational system’ Sometimes you find it more easy to craft out

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objectives from the problem statement than developing questions, in such case all you
need do is convert objective to questions again. If for instance, you crafted out
objective like ‘to determine the relationship between teachers strike action and
students’ academic performance’ you can convert it to question as ‘is there any
relationship between teachers’ strike action and students’ academic performance?’
Please study more on research objectives (the broad and specific objectives)
7. Develop hypothesis based on the research questions.

Conclusion remarks
The chapter discusses the nature of research problem as the gap intended to be filled by
researchers while problem statement or statement of the problem is construed as a written
presentation of logical conclusion of such gap or missing link identified in research problem.
Research hypothesis was also defined as researchers’ informed prediction of research
outcome which may be null or declarative. Also, rules and processes to be followed when
drafting research problem statement and hypotheses was also discussed to ensure that first,
the right questions are addressed the right way when drafting problem statement and second,
research problem is crafted in such a SMART way to make it amenable to research.

References
Carmichael, T. (2009), Research writing in the information age, Wits Business School,
Johannesburg, South Africa
Donald Ary, Lucy Chese Jacobs & Asghar Razavieh, (1984) Introduction to research in
education: Holt, Rinehart and Winston, Inc.
Garson, G. D. (2008) Students t-test of Difference of Means, from Statnotes: Topics in
Multivariate Analysis
Martyn S. (2008) Defining a Research Problem, retrieved on 01 Sep. 2012 from Experiment
Resources from http://www.experiment-resources.com/defining-a-research-
problem.html
Martyn S. (2009) How to write a Hypothesis, Retrieved 09 Sep. 2012 from Experiment
Resources: http://www.experiment-resources.com/how-to-write-a-hypothesis.html
Obono O. (2012) Understanding research process. a paper presented at the 2nd Annual
Conference of the Industrial and Labour Relations Unit, Sociological Studies
Department, Tai Solarin University of Education between 23rd 24th, August, 2012
Olanrewaju A. I. (2007). Practical guides to project writing for students in Polytechnics,
Colleges and Universities. Wunmi Commercial Press, Offa Kwara state

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