Characteristics of Research
Characteristics of Research Problems
Activity 3
Submitted to Northcentral University
School of Education in Partial Fulfillment of the
Requirements of 7002-8
Doctoral Research in Education
Prescott Valley, Arizona
October 2013
Characteristics of Research Problems
A research problem is a statement that provides the context for a research study. As stated by Brewer & Hughes, (2005) “Research problems indicate gaps in the scope or the certainty of our knowledge (Brewer & Hughes, 2005, p. 39).” They point to problematic phenomena, observed events that are puzzling in terms of our currently accepted ideas, or current ideas that are challenged by new hypotheses (Dissertation101 Mentoring Services, 2013). The research problem is the start of bringing to light and introducing the problem that the research will conclude with an answer. Further, according to Ellis and Levy (2008) the research problem is the initial phase in the scientific method. The methodology that is utilized should be applicable for the problem that guides the research. The methodology yields the outcomes of the study, which in turn produces the support required to facilitate the findings (Ellis & Levy, 2008). The purpose of this paper is to examine the characteristics of a research problem. The focus is on the elements of what constitutes a researchable problem, the components of a well formed Statement of Research Problem, as well as what constitutes a reasonable theoretical framework for the need of the study. As stated by Leedy and Ormrod, (2005) “The research problem is the axis around which the whole research effort revolves (Leedy and Ormrod, 2005, p. 49).” Viable research cannot be deemed important without a well-defined understanding of why the research has been performed. There are several components that make research of noteworthy importance, such as the research needs to be researchable and manageable in size. Other characteristics include the degree of
Activity 3
Submitted to Northcentral University
School of Education in Partial Fulfillment of the
Requirements of 7002-8
Doctoral Research in Education
Prescott Valley, Arizona
October 2013
Characteristics of Research Problems
A research problem is a statement that provides the context for a research study. As stated by Brewer & Hughes, (2005) “Research problems indicate gaps in the scope or the certainty of our knowledge (Brewer & Hughes, 2005, p. 39).” They point to problematic phenomena, observed events that are puzzling in terms of our currently accepted ideas, or current ideas that are challenged by new hypotheses (Dissertation101 Mentoring Services, 2013). The research problem is the start of bringing to light and introducing the problem that the research will conclude with an answer. Further, according to Ellis and Levy (2008) the research problem is the initial phase in the scientific method. The methodology that is utilized should be applicable for the problem that guides the research. The methodology yields the outcomes of the study, which in turn produces the support required to facilitate the findings (Ellis & Levy, 2008). The purpose of this paper is to examine the characteristics of a research problem. The focus is on the elements of what constitutes a researchable problem, the components of a well formed Statement of Research Problem, as well as what constitutes a reasonable theoretical framework for the need of the study. As stated by Leedy and Ormrod, (2005) “The research problem is the axis around which the whole research effort revolves (Leedy and Ormrod, 2005, p. 49).” Viable research cannot be deemed important without a well-defined understanding of why the research has been performed. There are several components that make research of noteworthy importance, such as the research needs to be researchable and manageable in size. Other characteristics include the degree of
References: Brewer, John & Albert Hunter. Foundations of multimethod research: synthesizing styles. Thousand Oaks, Calif.: Sage Publications, 2006. Print. Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson. Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Prentice Hall. Dissertation101 Mentoring Services, (2013) Thesis writting orientation. (n.d.). Retrieved from http://www.slideshare.net/beddhakal9/thesis writing-orientation