2 Identifying a Research Problem PowerPoint

PPT on identifying research problem.

1. Identifying a Research
Problem
Engr. Sylvia Emboy-Pama, REA,REB,EnP
LGU-BayuganCity

2. What is problem
identification?
•Problem identification is the process
of finding or determining which area
is to be studied.
•This could deal on relationship
between variables
•This could deal with differences and
comparisons among variables

3. •It could make an inquiry into the
extent of influence among the
variables
•It could look into the effects on an
experiment between control and
experimental groups

4. Where could one get ideas
of problems to be
researched on?
•Experiences
•Literature and
studies\Bibliography\published and
unpublished reference materials
•National and societal concerns
•Technological change

5. What are some problem
areas ?
•Research related to the development
of an individual
•Curricular research
•Social and economic condition
research
•Research on teaching and learning

6. •Research on educational
administration
•Research on individual differences
•Research and development of
technology on health
•Historical research in health
•Experimental research on teaching
and learning effectiveness

7. Sources of literature for
problem identification
•The Education Index/Psychological
abstracts/Sociological abstracts
•The Encyclopedia of Educational Research
•The Handbook of research in Teaching
•The Review of Educational Research
•Review of journals, handbooks, yearbooks,
published by professional associations

8. 3-dimensional model for
problem consideration
•Available inputs
•Instructional activities
•Anticipated outcomes

9. Factors to be considered in
selecting a research problem
•The researcher’s area of interest
•Availability of funds
•The investigator’s ability and training

10. Characteristics of a good
problem statement
•The problem should express a
relation between 2 or more variables
•The problem should be stated clearly
and unambiguously in question form
•The problem should imply possibilities
of empirical testing

11. Criteria for assessing
appropriateness of a research
problem
•Is it a problem that can be effectively
solved through a process of research?
•Is the problem significant?
•Is it a new problem?
•Will it be designed such that the
influence of extraneous variables are
limited?

12. •To what extent are the findings
generalizable?
•Is the research feasible
•Is the researcher competent to plan and
carry out the type of study planned?
•Does he know enough about the field to
understand its significant aspects?
•Is he skillful to develop, administer, and
interpret necessary data gathering
devices and procedures?

13. •Are relevant data accessible?
•Will the necessary financial
resources be available to carry on
the study?
•Will there be enough time to
complete the project?

14. WORKSHOP ACTIVITY
•Think of a researchable problem
•Identify the possible questions that you
could research on
•Discuss your problems with a partner
•Decide which final problems should you
consider in relation to the topic,
instrument, statistical treatment
•Present the problems you have made

15. More samples of titles
•Demographic Attributes of Women
Belong To The Indigenous Tribal
Group: Basis For Assistance
•Perceptions Of Abortion Among
College Students: Its implications To
Morale Values
•Internet Communication: Its
Implications To Morality In Media

16. More sample of titles
•Feedback of children of OFW
parents: Implications to the
psychological development of children
•TV viewing of students and their
academic performance: Basis for
parental guidance

17. More sample titles
•Home Practices contributing to
corruption in society: A basis for
review of Filipino Value System
•Value system of marginalized
families: Basis for moral recovery
program
•Perceptions of students on what
makes a good Mathematics teacher:
Reference for best practices

18. Some samples of research
problems
•The culture of cheatingamong high school
students: Its implications to quality
learning
•Determinants of students achievement in
the basic subjects
•Newly-hired teachers competencies in
teaching the basic elementary subjects: A
basis for intervention training
•Instructional behaviors of teachers and
pupils in English, Science & Mathematics
classes