RESEARCH PROJECT AND EVALUATION (JMD 3234)

SELECTING A RESEARCH PROBLEM

The central element in any piece of research and consultancy is the problem. Once the problem
has been identified and adequately defined, the systematic and scientific process of making
observations and collecting data can be more easily carried out. From an analysis of the data
collected, some significant results would be expected in anticipation of finding a solution to the
problem.

However, you could say that a large part of the solution to the problem lies in knowing precisely
what the problem is in the first place. After all, how can you solve a problem if you don't know what
the problem is?

The prior planning of a research study is an important phase. Not only does a problem have to be
identified, but before the research can begin to take shape, the problem has to be analyzed and its
exact dimensions specified,

'This is not an easy task, especially for the inexperienced researcher.

The first question you ask is: HOW DO YOU SELECT A PROBLEM ?

Ideas for research topics do not usually come spontaneously. They can, however, spring from
puzzling experiences. Sensing that something is wrong or out of the ordinary, or feeling unsure
about a particular situation are conditions that give rise to problems.

WHAT ARE THE CRITERIA FOR SELECTING A PROBLEM?

1. Interest. If you are going to commit yourself to a piece of educational research, then it is
important that you are interested in the topic you are researching. By being interested, you are
more likely to read widely on the topic and have a more thorough knowledge of the situation.
Background reading is an essential requirement for any person wanting to undertake a piece of
research. Although this is a necessary requirement, it is not a sufficient criterion for selecting a
research problem.

In fact, over-specialization can lead the researcher into investigating trivial problems that are of
interest only to him. On the other hand, the issue does not have to be concern to everyone, but the
results should be communicable and of interest to someone.

2. Size. Here is where you need to exercise some professional wisdom. At the outset,
problems are usually macro in size. This means that they are often too large for satisfactory results
to be obtained. For example, researcher wanting to investigate the changing role of technician
education in count world would be faced with an enormous task. However further analysis of a
problem situation can often reduce a large situation into a smaller, manageable research problem.

3. Economy. Researchers are often confronted with practical problem not the least or which
are time and money. What could have possibly been a worthwhile piece of research has often not
been successfully completed because of the enormous personal sacrifice required on the part of the
researcher in terms of the amount of time that can be devoted to the project and the amount of
money required to carry it out. Even at the initial planning stages, it is wise to think about the
possibility of receiving some support, both financial and non-financial, either from within your
institution or from outside sources. Again, this may not be realized by direct monetary grants but
could simply be in access to equipment - printing, stationary supplies, typing, etc.

4. Researchers' Capabilities and Limitations. A researcher must recognize his own

capabilities and limitations. If inexperienced in educational research, then it is high likely that you
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will need some guidance. By organizing for an advisor or for others interested in research or in your
area of study to monitor your progress, especially in the planning stages, then it is quite likely that
some of the ensuing difficulties will be overcome. It will be an advantage if you have people willing
to support you throughout the research - to suggest alternative approaches, assist in clarification of
issues, etc.

5. Uniqueness. A researcher would not want to spend a lot of time and energy researching a
problem already existed. That is, you would not want to duplicate a study. However, you may want
to pursue a study similar to one already in existence but change the methods used, or modify the
design, or use a different sample, or choose to perform different statistical analyses. You would
then be replicating an existing study, and the research would then be considered unique in that it is
not exactly like any other piece of research.

A researcher has to think about a number of issues when planning a research project. These, a
priori considerations are important for the future success of the project. Whether anticipating using
the results for a specific practical purpose or not, there are a number of questions that need
answering once a problem situation has been selected, before progressing any further.

ANALYSING A RESEARCH PROBLEM

Research begins with a problem situation. The researcher himself probably has only a general idea
of what the problem is and only a vague indication of the direction his study will take. The task
facing the researcher is to remove some of the vagueness and indeterminacy that exists and turn
the " problem situation" into a research problem. Only then will the researcher have a clear idea of
what the problem is that he is going to investigate and how he is likely to conduct the research.

“Before he can proceed with his study, it is essential for the researcher to convert his tentative ideas
into a precise researchable problem, for a vague notion as to what the study is all about is more
likely to lead to untold difficulties than to significant outcomes." Mouly, page 61

It is necessary for the problem to be stated in precise terms. In many cases, a general problem
situation can, after careful analysis, be stated as a specific problem.

Example 1 : General Problem Situation

The role of the principal in technician education.
Specific Problem
How do the supervisory practices of principals differ in five urban
Polytechnics?

Example 2 : General Problem Situation

The relation between family background and perseverance with studies in
technician education.
Specific Problem
What is the relationship between father's level of income and the decision
to withdraw from studies in a particular Polytechnic.

How can a general problem situation be developed into a researchable problem?

Imagine you had been appointed to a new technician institute and you had observed extreme
differences in the performance of your students and were anxious to find a solution to the problem.
The solution, however, cannot be found until you have identified the exact nature of the problem.

The first task is to collect as much information as possible that may assist you in locating the factors
that might be related to the problem. The information could be a list of facts or possible
explanations for the problem.

To do this it will be necessary to peruse the literature and talk to others (especially those teaching
the same subject and who may have observed a similar phenomenon). Some of the inclusions in
the list would spring from the questions you have already asked yourself.
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Teacher’s time with students
Quality of equipment
Time devoted to the task
Poor classroom arrangement
Level of difficulty of the task
Noise
Communication problems
Size of class
Previous practical training
Home background
Hearing problems
Time of lesson
Age of students, etc.

You have made a list of as many facts and explanation as possible. Since not all of these will relate
to the problem, it may be possible to eliminate some that do not appear to be relevant.

For example, the class size is smaller than you had previously, so that factor should not be affecting
the students' performance. From questions that you asked, it appears as if extraneous noise is not
a problem and your voice and instructions are reported to be quite clear.

You feel that you spend an equal amount of time with the students, so that explanation can also be
wiped from the list.

This process of questioning goes on until you are left with a list of possible relevant facts and
explanations. Can you relate any of the factors that are left to one another?

Maybe the reason for this present situation has something to do with timetabling - the time of day
and the amount of time available. (For justifiable reasons, you eliminate this as a possible
explanation.)

On the other hand, it may have something to do with the home background, previous training and
age of the students. You consider this as a viable proposition and you attempt to find out more
about the combination of these factors.

You decide to ask the group a number of questions about their personal background. FOR
example, you may find that those students who are excelling are all younger sons of fathers who are
skilled tradesmen. Those students not performing to the minimum level of proficiency are the eldest
sons of blue-collar workers.

As a result you have further delimited the problem. You have a theory or a basic assumption. You
could now put your theory to the test by researching the following problem.

How does father's occupation and student's position in the family affect the skill acquisition of
students in manual trades courses at a new technical institute:

Let us summarize what you have done.

PROBLEM SITUATION You commenced with a

problem situation

Preliminary list of possible You listed as many facts

contributing factors and and probable explanations
explanations for the problem as possible

Elimination of irrelevant From this list you were able

facts to eliminate certain facts

List of probable relevant This left you with a probable

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 facts and explanations list of constituents of the
problem. These you tried to
relate to one another to
arrive at a basic assumption
(which may need further
BASIC ASSUMPTION modification)
(Theory)

RESEARCH PROBLEM You select a research

problem to investigate

This process of going from specific details, e.g. the collection of possible contributing facts and
explanations to a general theory (basic assumption) is called the process of induction.

Selecting Consultancy Problems

Problem situations can emerge from the day to day experiences but problem situations can be
generated from a number of sources

1. Personal Practical Experiences

In the course of carrying out your work, a practitioner is likely to perceive problems. Often
these problems are associated with his own particular area of expertise since that is the
area he knows so well. On the other hand he may be curious or concerned about a
troubling situation.

Problem situations emanating from this source would be particularly suitable for action
research and applied research.

Can you think of a situation arising from your own personal

experience that warrants further investigation?

II. Interaction with Others

Conferences, meetings, workshops and in-service courses are usually designed for specific
purposes, but often, during the course of the discussions, references are made to broad
educational issues - standards, imbalance of educational opportunity, issues of upgrading,
employment problems, progression rates, etc. As well, informal discussions with colleagues
and other interested members of the public can lead the keen researcher to problem areas
that could provide the basis for research. By being always eager to learn more about the
educational process, by adopting a critical outlook and by taking every opportunity to be part
of a research environment, it is more likely that you will be able to select a problem for
research.

Have you been to a conference or workshop lately or have you been

talking to people interested in education? What issues, if any, were
discussed? Is there one that stands out as requiring investigation?

However, in spite of the unlimited range of problems that await the eager researcher,
selecting a problem that is suitable for research is not an easy task. It could, however, be
made easier if you are aware of some of the areas that could give rise to problem situations.

Then, by using the sources available to you, it is more likely that you will arrive at a problem
situation suitable for being developed into a research problem.

STATING THE PROBLEM

Writing the Problem in Question Form

The problem is generally written in question form.

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Example :
What effect has the introduction of an individualised programme had on
the skill acquisition of technician students in a printing course?

Some writers on research methodology suggest that the problem could be written as a statement.

Example :
This study is designed to measure the effect the introduction of an
individualised programme has had on the skill acquisition of technician
students in a printing course.

However, one reason why you should favour the question form is because often when problems are
written as statements, they become confused with the purpose. You can see the similarity.

Example :
The Purpose of this study is to investigate the impact of the introduction of
an individualised programme has had on a technician course.

A statement of purpose is a far more generalised statement than a problem statement, but there is a
tendency to let one take the place of the other. For this reason, you are advised to use the question
form for the writing of the research problem as this will enable you to differentiate it from a statement
of Purpose. A question also makes it easier to focus on the issue under investigation.

There are a number of ways of writing the problem in question form (a single question, several
questions or even one main question with a set of sub-questions). However, regardless of which
way you write the problem question, there are certain rules to follow.

1. Clarity
The problem should be written as clearly as possible, avoiding unnecessary words, but at
the same time including all those words that are required to make the problem clear.

If you have analysed your problem carefully, this should be an easy task as you would know
quite specifically what the relevant variables are and the relationship you would like to
investigate.

2. Avoid Value Statements

Avoid questions relating to moral and ethical issues and value-laden words - "best way",
"bad". Other words in this category include: should, ought, better than, best, and poor.

Words like these indicate cultural or personal bias, either in the framing of the question or
implied in the answer, and should be avoided at all times.

For example, the questions:

Should Automotive Engineering students be involved in an industrial attachment
scheme? is not a well-stated research problem. It could, however, be written as
a research problem in a variety of ways, one being:
What effect does an industrial attachment scheme have on the performance of
students in an Automotive Engineering course?

This question implies a particular type of research that would be designed to measure the
"effect" of the scheme on the students' performance.

On the other hand, the question might become :

How do technician teachers perceive the introduction of an industrial attachment
scheme in an Automotive Engineering course?

To find the results, a completely different type of research would need to be carried out. In
this particular case, technician teachers would be eyed in at a level to discover their attitude
towards the introduction of an industrial attachment scheme.

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 Furthermore, the study might not be limited to one particular institution. The problem
question will dictate the type of study that will eventually be developed.

3. Avoid Dichotomous Questions

Dichotomous questions are those that can be answered in two ways, e.g. Yes or No, right or wrong,
agree or disagree, etc. Problems should not be written as questions requiring a “yes” or "no"
answer.

Example :
Do communication students need an industrial attachment period included in their
training course?

Depending on your point of view, this question could be answered with a simple "yes" or “no”. The
question is, therefore, not suitable as a research question.

EVALUATING THE PROBLEM

Having developed a well-constructed research question, it is important to consider :

a. whether you think the research problem is FEASIBLE, and
b. whether you feel the research problem is WORTHWHILE

It would be most unwise to commence a piece of research without evaluating the problem in these
terms. As a result of the evaluation you might find that the problem requires further refinement to
make it amenable to research, or it may have to be discarded completely. It is not unreasonable to
expect you to have to rewrite your problem question several times before you are completely
satisfied with it as a research problem.

Is the Problem Feasible?

The primary evaluative source is yourself. You should ask yourself a number of questions relating to
the feasibility of the study - that is, whether it is possible for the problem to be solved.

Some of the questions you have asked previously may be used when considering criteria for
selecting a problem situation but now the same questions, or similar questions can be applied to the
specific problem.

You are seeking an answer to the question: Is the Problem Researchable?

I. Has the problem been specified?

The problem should be a clear statement of the relationship between two or more variables
and it should be possible to measure the relationship in some way- in terms of the degree to
which the variables are related.

Has the problem been stated correctly, or does it still contain some of the vagueness and
indeterminacy of a problem situation, or the generality of a purpose statement?

If the problem has not been adequately stated, then it is highly likely that any further
research work would be difficult.

2. Is the problem amenable to research?

The question is asking whether the problem is capable of being subjected to scientific
measurement. Some types of problem would not be suitable for research such as
philosophical issues, theological issues, and ethical and moral questions.

Some words are often difficult to write in operational terms and you are advised to exercise
caution in using them in research problems, e.g. democracy, authority and authoritarianism.

3. Is the problem too large?

Is the problem manageable? It may be necessary to further refine the problem by
breaking it into smaller units or by reducing the number of variables.
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 Other suggestions include limiting the size of the sample (the number of people involved in
the study), decreasing the geographical district, etc.

4. How available are the data?

This question is related to the one above. One of the criteria for deciding whether a
problem is too large or not, is one the basis of the availability of data.

How accessible are the data? Does the collection of data require you to travel long
distances? Do you expect people to be willing to co-operate? Are there enough people
available?

No matter how enthusiastic you are as an educational researcher, the realities of the task of
data collection may force you to modify the problem.

Another question you should ask yourself is, do I have the means of collecting the data?
You will need to have some idea of the type of research instrument required - survey,
questionnaire, observation schedule, etc.

5. Am I capable of solving the problem?

Not only does a researcher need certain skills, but he also needs the courage and
determination to carry the study through to completion. You should ask yourself, Am I
prepared to undertake the research study and complete it? Do I possess the necessary
skills and abilities required? Or can they be acquired? Can I obtain support and guidance
from other more experienced people? Do I have sufficient background knowledge in the
area? Do I have enough time and money?

Consultation with Others

Having considered these questions and others like them yourself, it is wise to consult others (who
are either experienced researchers, interested colleagues or experts in the field) for their honest
opinions.

Their evaluations, which would be based on the same foundations as yours, might focus on points
that you have overlooked. They might also make some valuable suggestions which, at this state in
the research process, would be most beneficial. They might suggest alternative approaches or
present a different viewpoint or simply help you clarify your thinking.

It is important to consider as many alternative ways as possible of looking at the problem.

Is the Problem Worthwhile?

The relative worth of a research problem will vary from person to person. Technician teachers,
administrators, curriculum developers and the general public would probably find value in different
research problems.

The decision they make could depend on the usefulness of the research findings, or on the interest
it holds for the readings or even on its contribution to the existing body of knowledge.

In order to judge whether your research problem is worthwhile, you should ask yourself the
question: Will the Results be Significant

In answering this question you are concerned with what are called social factors (or social
considerations). When looking at the problem feasibility issue, You were mostly focusing on
personal factors (whether you could cope with the research, whether the problem was too large for
you to handle, etc.)

To evaluate the worthwhileness of your research problem, you would need to ask questions such as
:

1. Will the results advance knowledge?

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 It is necessary to consider the contribution (whether small or large) that the research will
make. If the problem has already been thoroughly investigated, then there is no point in
continuing - the problem should be abandoned.

2. Will the research have some value?

Even if the results do not have practical value, the conclusions should be of value to
education.

In some instances, the research results may not have practical implications. This would be
the case if the problem was centered around an investigation into, or a clarification of,
educational theory. Results from a study of this nature may have little direct value for the
teacher in his day-to-day work and would more likely have indirect benefits for technician
education in general.

Action research or applied research on the other hand is expected to have some practical
value, either by resolving problems by forming the basis for decision-making or even by
merely suggesting further avenues for inquiry.

3. Will the results be Of interest to others?

Although the problem will be of particular interest to you, the researcher, it is also important
that it be of interest to others. Naturally, not all research problems will be of interest to
everyone and your problem might only interest a handful of people. Nevertheless, if it is of
no interest to anyone but you, what is the value of the study?

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