Selection and Formulation of Research Problem

1. Selection and Formulation of Research Problem One 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)

2. Rifle vs. Shotgun Analogy

3. 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?

4. Question What are some of the obstacles which may discourage a person from undertaking research?

5. Why choosing a topic is a real challenge? Beginners possess real problem awareness

6. 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

7. Number ONE Requirement… • You need to have an inquisitive and imaginative mind • You need a Questioning attitude • Wonder why?

8. 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)?

9. 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…”)

10. 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

11. Characteristics of good topics? • Interesting – keeps the researcher interested in it throughout the research process • Researchable – can be investigated through the collection and analysis of data • Significant – contributes to the improvement and understanding of educational theory and practice • Manageable – fits the level of researcher’s level of research skills, needed resources, and time restrictions • Ethical – does not embarrass or harm participants

12. 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 • Causes of aggression and violence • Remembering and forgetting • Improving Memory • The effects of stressful environments on health and social interaction • The effect of early childhood experiences on later development • Best ways to treat depression • Reducing prejudice and inter-group conflict

13. 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)

14. 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?

15. 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)

16. “motivated to learn math” (which ones are operational?) • As shown by enthusiasm in the class • As judged by the student’s math teacher using a rating scale she developed • As measured by the ‘math interest’ questionnaire • As shown by attention to math tasks in class • As reflected by achievement in mathematics • As indicated by records showing enrollment in mathematics electives • As shown by effort expended in class • As demonstrated by number of optional assignments completed • As demonstrated by reading math books outside class • As observed by teacher aides using the ‘mathematics interest’ observation record

17. 1,4,5,7, and 9 Did not specify the activities or operations necessary for identifying the behavior (motivation to learn mathematics)

18. Operationalize the following: • Attitude toward self (self-concept) • Creativity • Ability to think critically • Disruptive behavior • Work-related stress

19. 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?