SED SCI 327- RESEARCH IN EDUCATION 01

MODULE 2. THE RESEARCH PROBLEM AND OBJECTIVES

Module Overview:

This module provides a foundational understanding of defining and developing research

problems and objectives within the broader context of educational research. It emphasizes the
crucial role of a well-defined research problem in guiding the entire research process. It also
explores the characteristics of strong research topics, learns how to identify potential research
areas, and understands the importance of framing clear and measurable research objectives.

The module also covers identifying key variables, formulating hypotheses, and establishing
the scope and delimitations of a study. Furthermore, it delves into constructing theoretical and
conceptual frameworks to provide a strong foundation for your research.

Learning Objectives:

Upon completion of this module, students will be able to:

 Identify and articulate the characteristics of a well-defined research problem suitable for
investigation in education.
 Locate and analyze various sources of potential research problems within the field of
education, including gaps in the literature, practical issues, and emerging trends.
 Formulate clear, specific, measurable, achievable, relevant, and time-bound (SMART)
research objectives that align with the research problem and guide the research
process.
 Differentiate between independent, dependent, control, and extraneous variables within
a research study and understand their roles in investigating relationships within
education.
 Construct a testable hypothesis that predicts the relationship between variables within
an education research problem context.
 Explain the significance of a research study by identifying the potential benefits for
various stakeholders, including students, teachers, policymakers, and the education
community.
 Define the scope and delimitations of a research study, clearly outlining the boundaries
of the investigation and the limitations of the findings.
 Develop a theoretical or conceptual framework that provides a foundation for the
research, explaining the key concepts, relationships between variables, and underlying
assumptions relevant to the research problem in education.

Module Content:

1.CHARACTERISTICS AND SOURCES OF RESEARCH PROBLEM

 A research problem is an identified gap in knowledge, a troublesome
issue, or a question begging for an answer. It is the engine that drives your
entire research endeavor, so choosing and defining it carefully is paramount.

Characteristics of a Good Research Problem

 Relevance - It must matter! Is your problem timely and aligned with

current issues or debates in your field? Will solving it contribute to
practical improvements or policy changes? Think about the "so what?"
factor. A relevant problem holds the potential to make a tangible
difference.
 Interest and Capability - Passion is fuel. Are you genuinely
interested in the problem? Do you possess the necessary skills,
knowledge, and resources (or can you acquire them) to tackle it
effectively? The research process will become a grueling chore if you
lack interest or skills.
 Clarity and Specificity - Avoid ambiguity! A vague problem will lead
to unfocused research. Can you articulate your problem in a clear,
concise sentence or two? Are the key concepts well-defined? Specificity
helps you narrow your scope and focus your efforts.
 Data Availability - Is information within reach? Is there sufficient
existing data, or can you collect primary data to investigate your
problem? If relevant data is inaccessible due to confidentiality, cost, or
other constraints, you may need to reconsider your problem.
 Ethical Considerations - Do no harm! Does your research involve
human subjects, animals, or sensitive data? Ensure your study adheres
to ethical principles, respects privacy obtains informed consent and
avoids potential harm or exploitation.
 Novelty - Offer fresh insights! Is your problem simply replicating
existing research or does it offer a new perspective, challenge
established assumptions, or explore a previously unexamined area?
Novelty enhances the value and impact of your research.
 Potential Impact - What's the payoff? Will solving your problem
contribute to theory development, inform practical decision-making, or
improve people's lives? A problem with high potential impact is more
likely to attract funding and attention.

Sources of Research Problems

 Gaps in the Literature - This is a common starting point.
Systematically review existing research in your field, paying attention
to areas where further investigation is needed. Look for previous
studies' contradictions, inconsistencies, unanswered questions, or
limitations.

Example: A review of studies on inquiry-based learning in high school

physics reveals that most research focuses on student content
knowledge gains. However, there is a lack of research on how inquiry-
based learning impacts students' development of scientific reasoning
skills or their attitudes toward physics. Therefore, further research is
needed to address this gap by investigating the effect of inquiry-based
learning on students' scientific reasoning and attitudes in physics.

 Practical Issues - Real-world problems often spark research. Are you

encountering a specific challenge in your workplace, community, or
personal life? Identifying and analyzing these issues can lead to
valuable research insights.

Example: A science teacher notices that students struggle to transfer

their understanding of scientific concepts learned in the classroom to
real-world situations. This issue prompts research into the
effectiveness of using project-based learning to improve students'
ability to apply scientific knowledge to solve real-world problems.

 Previous Research - Research can start by replicating and testing a

study in a different context.

Example: A study demonstrates the effectiveness of a specific

technology-enhanced learning tool for teaching genetics concepts to
urban high school students. A researcher replicates this study in a
rural high school setting to determine if the tool is equally effective in a
different context.

 Dissatisfaction and Misconceptions—Sometimes, dissatisfaction

with services and information creates a problem that needs to be
investigated.

Example: Many parents and educators express concern that current

science curricula do not adequately address climate change or
promote environmental literacy. This prompts an investigation into the
effectiveness of incorporating climate change education into the
 existing science curriculum to improve students' understanding of
climate science and promote pro-environmental behavior.

2. THE RESEARCH OBJECTIVES/ STATEMENT OF THE PROBLEM

The statement of the problem is the most important part of the

research project. The quality of your research depends on it.

Functions of Research Objectives

 Define the study's focus - They act as a compass, guiding your

research efforts and ensuring you stay on track.
 Identify variables to be measured - These specify which variables
you will investigate and how you will measure them.
 Outline the steps involved in the research - They provide a
roadmap for your research, detailing the specific tasks you need to
complete.
 Establish the study's scope - They delineate the boundaries of your
research, preventing scope creep.
 Ensure data collected is necessary and relevant - They help you
avoid collecting irrelevant or unnecessary data, saving time and
resources.

Objectives can be general or specific. The general objective states

what the study intends to achieve broadly, while the specific objectives
break down the general objective into smaller, logically connected parts.

Qualitative Research Example

 Topic: Exploring students' perceptions of online science learning during

the COVID-19 pandemic.

 General Objective: To understand students' lived experiences engaged

in online science learning.

 Specific Objectives:

o To identify the challenges and opportunities faced by students in

online science courses.

o To explore students' perceptions of the effectiveness of online

science instruction.
 o To understand how students adapt to the online learning
environment in science.

 Methods: Interviews, focus groups, and analysis of student reflections.

Quantitative Research Example

 Topic: The effect of inquiry-based learning on students' science

achievement.

 General Objective: To determine the impact of inquiry-based learning

on students' science knowledge and skills.

 Specific Objectives:

o To compare the science achievement of students taught using

inquiry-based learning with those taught using traditional
methods.

o To measure students' gains in science knowledge, critical

thinking, and problem-solving skills.

o To investigate the relationship between inquiry-based learning

and students' attitudes towards science.

 Methods: Experiments, surveys, and statistical analysis of test scores.

3. RESEARCH VARIABLES AND HYPOTHESIS

A research question is incomplete without identifying the key elements

you intend to study. These elements are called variables. A variable is a
characteristic or property that can vary or take on different values.

Independent Variable - The variable that is manipulated or changed by the

researcher to observe its effect on the dependent variable. (The cause)

Dependent Variable - The variable that is measured or observed in

response to changes in the independent variable. (The effect)

Control Variables - Variables that are kept constant to prevent them from
influencing the relationship between the independent and dependent
variables.

Extraneous Variables - Variables that are not controlled but could

potentially influence the dependent variable.
Qualitative Research Example (Online Learning Perceptions):
Qualitative research, by its nature, doesn't always have strictly defined
independent and dependent variables in the same way quantitative research
does. The focus is on exploring and understanding complex phenomena.
However, we can consider the "online learning environment" as a broad
independent variable and student "perceptions" as the dependent variable.

 Independent Variable (broadly): Online science learning

environment (this isn't manipulated, but it's the context being
explored)

 Dependent Variable: Students' perceptions of online science learning

(challenges, opportunities, effectiveness, adaptation)

 Control Variables: While not traditionally "controlled" in the

experimental sense, researchers would likely aim for some consistency
in the types of online platforms used, the general science content
being covered, and potentially student demographics (if they are
focusing on a particular grade level, for example). These are more like
"focusing" variables.

 Extraneous Variables: Student access to technology, home learning

environment, prior experience with online learning, individual learning
styles, teacher support (these could all influence perceptions but aren't
the focus of the study).

Quantitative Research Example (Inquiry-Based Learning):

 Independent Variable: Type of science instruction (inquiry-based

learning vs. traditional methods)

 Dependent Variable: Students' science achievement (measured by

test scores, etc.)

 Control Variables: Curriculum content, time spent on instruction,

teacher qualifications (researchers would try to make these as similar
as possible across the two groups to isolate the impact of the teaching
method).

 Extraneous Variables: Student prior knowledge, motivation, learning

style, classroom environment (these could influence achievement but
aren't directly controlled. Researchers might use statistical methods to
account for some of these).
4. SIGNIFICANCE AND SCOPE AND DELIMITATION OF THE STUDY

Significance of the Study: Why Does It Matter?

Who will benefit? - Identify specific individuals, groups, organizations, or

communities that will benefit from your research findings.

How will they benefit? - Explain how your research will address their
needs, improve their lives, inform their decisions, or solve their problems.

What is the practical or theoretical contribution? - Will your research

contribute to the development of new theories, the refinement of existing
theories, or the development of new interventions or programs?

Qualitative Research Example (Online Learning Perceptions):

This study is significant because it provides valuable insights into

students' lived experiences learning science online, particularly during a
disruptive period like a pandemic. Understanding their challenges and
opportunities can inform the design of more effective online science
instruction. The findings could help the following:

Students - Findings can lead to improvements in online learning design,

making it more engaging, effective, and supportive of their needs. This
could mean better platforms, more relevant activities, or increased teacher
support.

Teachers - Insights into student experiences can help teachers adapt their
online teaching strategies, address student challenges, and create a more
positive online learning climate.

Parents - Understanding their children's online learning experiences can

empower parents to support their learning at home better and advocate
for improvements in online education.

Educational Institutions - The research can inform decisions about

online learning platforms, curriculum development, teacher training, and
resource allocation.

Policymakers - The study provides evidence to guide policies related to

online learning, ensuring accessibility, quality, and equity in online
education.

2. Quantitative Research Example (Inquiry-Based Learning):

 This study contributes to the ongoing debate about the effectiveness of
inquiry-based learning in science education. The study can help educators
make informed decisions about instructional practices by providing rigorous
empirical evidence. The findings could help the following:

Students - If inquiry-based learning is effective, students benefit from

improved science learning outcomes, enhanced critical thinking skills, and
increased engagement with science.

Teachers - The study provides evidence-based guidance on effective

teaching practices, empowering teachers to make informed decisions about
instructional strategies.

Curriculum Developers - Findings can inform the design and development

of science curricula that incorporate effective inquiry-based approaches.

Educational Researchers - The study contributes to the body of

knowledge on science pedagogy and provides a foundation for future
research on inquiry-based learning.

Scope and Delimitation

Scope - Defines the extent of your research in terms of the population,

geographical area, time period, variables, and concepts under investigation.

Delimitation - Identifies the limitations of your research, such as constraints

related to sample size, data availability, methodology, or resources. It also
involves choices made by the researcher to narrow the scope of the study,
such as excluding certain variables or focusing on a specific population.

Qualitative Research Example (Online Learning Perceptions):

This study explores students' perceptions of online science learning during

[Specific Context, e.g., the COVID-19 pandemic] among [Specific Sample,
e.g., high school students enrolled in advanced placement science courses].
The research will focus on understanding students' challenges and
opportunities in online science courses, their perceptions of the effectiveness
of online science instruction, and how they adapt to the online learning
environment in science. Data will be collected through [Specific Methods,
e.g., semi-structured interviews and focus groups] with a sample of [Sample
Size, e.g., 30 students]. The study will be limited to students' experiences in
[Specific Subject Area, e.g., physics] and will not explore perceptions of
online learning in other science disciplines. While the study aims to capture a
diverse range of student perspectives, the sample size may limit the
generalizability of the findings to other student populations or online learning
contexts. Furthermore, the study relies on self-reported data, which may be
subject to biases in student recall and interpretation. This research focuses
on student perceptions, and it will not directly examine the impact of online
learning on student achievement or other learning outcomes.

Quantitative Research Example (Inquiry-Based Learning):

This study investigates the effect of inquiry-based learning on

students' science achievement in [Specific Subject, e.g., Biology] within
[Specific Context, e.g., 8th-grade classrooms in urban public schools]. The
research will focus on measuring students' gains in science knowledge,
critical thinking, and problem-solving skills using [Specific Assessment
Method, e.g., pre-and post-tests]. The study will be limited to [Specific
Sample Size, e.g., 200 students] and conducted over [Timeframe, e.g., one
academic semester]. While the study aims to control for factors such as
curriculum content, instructional time, and teacher qualifications, it
acknowledges that extraneous variables like student prior knowledge,
motivation, and learning styles may influence the results. The findings of this
study will be generalizable to similar populations of [Target Population, e.g.,
middle school students in urban settings], but may not be directly applicable
to other contexts. Furthermore, the study will only examine the cognitive
outcomes of inquiry-based learning and will not explore affective or
behavioral outcomes, such as student attitudes toward science or classroom
engagement.

5. THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework

 Identify relevant theories - Conduct a thorough literature review to

identify existing theories that are relevant to your research problem.
 Explain the theory - Describe the key concepts, principles, and
assumptions of the selected theory.
 Justify its relevance - Explain why the theory is appropriate for your
research problem and how it will guide your investigation.
  Use the theory to develop hypotheses - Use the theory to
generate testable hypotheses about the relationships between your
variables.

Qualitative Research Example (Online Learning Perceptions):

 Possible Frameworks:

o Constructivism: This framework emphasizes the active role of

learners in constructing their own understanding. It would be
relevant for exploring how students make sense of online science
content and how their prior knowledge and experiences shape
their perceptions of online learning.

o Social Cognitive Theory: This theory highlights the importance

of observational learning, self-efficacy, and social interactions in
learning. It could be used to examine how students learn from
online resources, how they perceive their ability to succeed in
online science courses, and how they interact with peers and
instructors in the online environment.

o Technology Acceptance Model (TAM) or Unified Theory of

Acceptance and Use of Technology (UTAUT): While more
often used in quantitative studies, these models can be adapted
to explore the factors that influence students' acceptance and
use of online learning technologies in science. This could be
particularly relevant if the study is also looking at the usability of
online platforms.

Quantitative Research Example (Inquiry-Based Learning):

 Possible Frameworks:

o Constructivism (again): As mentioned above, constructivism is

relevant here as inquiry-based learning is designed to help
students construct knowledge through active exploration and
investigation.

o Cognitive Load Theory: This theory focuses on the limitations

of working memory and suggests that instructional design should
minimize cognitive overload. It could be used to analyze how
different types of inquiry-based activities impact students'
cognitive load and learning outcomes.
 o Self-Determination Theory: This theory emphasizes the
importance of autonomy, competence, and relatedness in
motivation. It could be used to investigate how inquiry-based
learning affects students' intrinsic motivation to learn science.

o and learning. It could be used to examine how the new

curriculum interacts with these different levels to affect student
outcomes.

Conceptual Framework

 Identify key variables - Clearly define the key variables that you will
investigate in your research.
 Illustrate relationships - Use a diagram or narrative to illustrate the
relationships between the variables.
 Explain the logic - Provide a clear explanation of the logic behind the
relationships you have proposed.
 Use the framework to guide your research - Use the framework to
guide your data collection, analysis, and interpretation.

Qualitative Research Example (Online Learning Perceptions):

Online Learning Student Perceptions of

Environment Online Science Learning

 Challenges
 Opportunities
 Effectiveness

Influencing Factors

 Technology Access
 Prior online experience
 Home learning
environment
The online learning environment (including platform, content, teacher
interaction) is the central focus.

 Student perceptions are the primary outcome being explored.

 Influencing factors acknowledge that other elements can shape

perceptions, even though they aren't the primary focus of the
qualitative exploration. These aren't controlled variables in the
quantitative sense, but they are contextual factors.

Quantitative Research Example (Inquiry-Based Learning):

Type of Science Student Science

Instruction Achievement

Inquiry-Based  students' gains in

Learning vs. science
Traditional Methods knowledge
 critical thinking
 problem-solving
skills
 The independent variable (type of instruction) directly influences the
dependent variable (achievement).

Key Elements of a Conceptual Framework Diagram:

 Boxes/Shapes: Represent key variables or concepts.

 Arrows: Show the hypothesized relationships between variables (e.g.,

causal, correlational, or simply influencing).

 Labels: Clearly label each box and arrow to explain the concepts and
relationships.
PREPARED BY:

LORELEI C. TABAGO, PhD

Professor